Rueckert-Hartman College for Health Professions
Doctor of Nursing Practice
Loretto Heights School of Nursing
Thesis - Open Access
Number of Pages
Evidence-based practice (EBP) has been shown to affect quality, safety, and decrease costs to organizations. To improve patient outcomes, health care facilities are adopting standards that require nurses to provide care based on evidence. Until recently, diploma and associate nursing curriculums have failed to include education on the principles of EBP leaving these nurses unprepared to adapt to changes as evidence is implemented. The American Association of Colleges of Nursing (2008) designates EBP as a key component of professional education in the baccalaureate level of education. The purpose of this project was to investigate a change in Associate Degree Nurses' knowledge, skills, and attitudes after participation in an EBP educational intervention. A total of 38 nurses (79% ADN graduates) attended a class on EBP principles and participated in a pre-intervention and post-intervention using the EBP beliefs (EBPB) and EBP implementation (EBPI) scales. Additionally, 29 (90% ADN) of these nurses completed the same survey four weeks later. Participants registered higher scores in both their beliefs and implementation skills after the educational intervention. They maintained higher scores between the pre-intervention scores and four weeks' postintervention scores. Statistically significant differences in scores were determined using t tests that compared aggregate means between the pre-intervention and post-intervention scores of the EBPB scale (p = .019). Additional statistically significant differences in means were found for the ADN stratified group between the pre-intervention and four weeks post- intervention scores of the EBPB scale (p = .02). EBP education can improve nurse's beliefs, attitudes, and implementation skills but not maintain confidence in implementation skills over time.
Date of Award
© Margaret Orn
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Orn, Margaret M., "Evidence-Based Practice Gap in Knowledge" (2012). All Regis University Theses. 166.