The Effect of an Education Intervention on Nurses’ Knowledge, Skills, and Attitudes Regarding Evidence-Based Practice

1 online resource (54 pages) : PDF

2020

University of North Carolina at Charlotte

Evidence-based practice (EBP) is a fundamental component of nursing practice and a hallmark of nursing excellence; however, nurses lack the requisite knowledge, skills, and attitudes necessary to apply evidence to daily practice. The primary objective of this project is to evaluate the effectiveness of an education intervention to improve nurses’ knowledge, skills, and attitudes regarding EBP. The secondary objective is to enhance nurses’ self-efficacy through knowledge and skill acquisition to sustain their engagement in clinical advancement activities. A repeated measures design on a single sample without a control group was used to evaluate the effectiveness of the intervention. A convenience sample was comprised of 13 registered nurses in the perioperative department at a 185-bed, Magnet-designated hospital. The intervention consisted of a 5-week face-to-face EBP education program, exploring each step of the EBP process. The participants’ knowledge, skills, and attitudes were evaluated by the evidence-based practice questionnaire before the intervention, immediately after the intervention, and four weeks after the intervention. A Wilcoxon Signed-Rank Test was performed to assess intervention efficacy. The participants’ knowledge, skills, and attitudes scores improved after the intervention. Statistical analysis comparing pretest-posttest and pretest-final posttest scores indicated the increases were significant. A brief education intervention can improve nurses’ knowledge, skills, and attitudes regarding EBP.

doctoral dissertations

Nursing

D.N.P.

Attitudes
Education
Evidence-Based Practice
Knowledge
Skills

Health Services Research

Lynch, Susan
Evans, Dena

Ralyea, Tina
Morton, Shannon
Boyd, Suzanne

Thesis (D.N.P.)--University of North Carolina at Charlotte, 2020.

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