Article type
Abstract
Background: Evidence-based practice (EBP) is widely acknowledged as a valuable concept in ensuring quality health care and thus, enhancing patient safety. However, as patient safety incidents worldwide are still high, there is an increasing urgency to consider flexible, comprehensive ways to foster the implementation of evidence to practice. Evidence-informed practice (EIP) has recently gained momentum as an alternative to EBP, providing a comprehensive, systems-based approach to applying evidence to practice.
Objectives: To assess the knowledge, attitudes, understanding, behavior, and self-perceived application and use of EBP and EIP among undergraduate nursing and allied health students at a university located in the North of England and compare differences in respondents’ competencies in relation to their age, gender, course of study, course level, and previous training in EBP and EIP
Methods: This cross-sectional study used the EBP and EIP questionnaire developed by Kumah et al (2023). Frequencies and percentages were used to summarize categorical data. A 1-way analysis of variance was conducted to determine differences in students’ EBP and EIP competencies.
Results: Of the 137 students who responded to the survey, 131 indicated that they understood what is meant by the term EBP, whereas only 69 understood what the term EIP meant. Sixty-eight (68) respondents had received formal training in EBP, and 36 had formal training in EIP. There were statistically significant differences (P < 0.05) in understanding, behavior, and attitudes between respondents who had received formal training in EBP and those with no previous training, as well as in EBP behavior and self-perceived application and use between groups at different course levels. Regarding EIP, there were statistically significant differences (P < 0.05) in knowledge between groups with different courses of study and course levels, as well as in EIP understanding scores in relation to the course of study and course level of respondents. EIP behavior scores were statistically significantly different in relation to the different age groups, course levels, and previous training in EIP.
Conclusions and implication for practice: Relative to EIP, most students had previous training in EBP. However, the findings demonstrate an inadequacy in the clinical application of EBP, which should be the ultimate goal of EBP education.
Objectives: To assess the knowledge, attitudes, understanding, behavior, and self-perceived application and use of EBP and EIP among undergraduate nursing and allied health students at a university located in the North of England and compare differences in respondents’ competencies in relation to their age, gender, course of study, course level, and previous training in EBP and EIP
Methods: This cross-sectional study used the EBP and EIP questionnaire developed by Kumah et al (2023). Frequencies and percentages were used to summarize categorical data. A 1-way analysis of variance was conducted to determine differences in students’ EBP and EIP competencies.
Results: Of the 137 students who responded to the survey, 131 indicated that they understood what is meant by the term EBP, whereas only 69 understood what the term EIP meant. Sixty-eight (68) respondents had received formal training in EBP, and 36 had formal training in EIP. There were statistically significant differences (P < 0.05) in understanding, behavior, and attitudes between respondents who had received formal training in EBP and those with no previous training, as well as in EBP behavior and self-perceived application and use between groups at different course levels. Regarding EIP, there were statistically significant differences (P < 0.05) in knowledge between groups with different courses of study and course levels, as well as in EIP understanding scores in relation to the course of study and course level of respondents. EIP behavior scores were statistically significantly different in relation to the different age groups, course levels, and previous training in EIP.
Conclusions and implication for practice: Relative to EIP, most students had previous training in EBP. However, the findings demonstrate an inadequacy in the clinical application of EBP, which should be the ultimate goal of EBP education.