Construction of learning objectives and content for newly graduated nurses in tertiary teaching hospitals: A Delphi study.

Over the past three decades, research studies on nurses' engagement in evidence-based practice (EBP) have been widely reported, particularly in high-income countries, with studies from these countries dominating literature reviews. As low- and middle-income countries (LMICs) continue to join the EBP movement, primary research has emerged over the past decade about nurses' engagement with EBP. 

Knowledge, skills, attitudes, beliefs, and implementation of evidence‐based practice among nurses in low‐ and middle‐income countries: A scoping review

Critical thinking is one of the most important elements in making the right decision in every profession. Evidence based practice shows potential to empower the critical thinking skills of practitioners. The aim of this study was to determine the effect of evidence-based information management and practice (EBIMP) training course on the promotion of medical librarians’ critical thinking. This study is a randomized double-blind educational trial in the form of a parallel trial. A sample of 60 librarians were recruited nationwide in the study through the volunteer enrollment to the evidence-based information management and practice training course. Intervention group received a 10-module virtual course focusing on evidence-based information management. But the control group received a basic course of evidence-based medicine. The courses were delivered through virtual learning system and data was collected through California Standard Critical Thinking Skills Questionnaire Form B (CCTST). Data were analyzed with Covariance Analysis (ANCOVA), Chi-square (χ²), Kolmogorov-Smirnov and Levin tests, and t-test, using SPSS 25. The findings showed that the critical thinking skills of participants after training of the information management and evidence-based practice (EBIMP) had significant improvement in the intervention group compared with the control group regarding the “inference” (4.86 ± 1.94 vs 4.20 ± 1.32), “assessment” (7.90 ± 1.77 vs 5.90 ± 1.70), “Inductive reasoning” (8.67 ± 2.32 vs 6.37 ± 1.87), “deductive reasoning” (6.47 ± 2.04 vs 5.77 ± 1.97) subskills. Education of evidence-based information practice could be effective in promotion of critical thinking skills of medical librarians. This study suggests evidence-based information practice to be added to the curriculum of medical library and information science fields. Trial registration: This study was registered with number 9000.1v1 in Registry of Efficacy and Effectiveness Studies (REES).

Effect of evidence-based information management and practice training on librarians’ critical thinking: A randomized educational trial


 
 
 To examine how delivery time impacted on undergraduate nursing students’ preparedness for evidence-based practice (EBP) by comparing the traditional semester mode and block mode of delivery models.
 
 
 
 This two-group experimental study compared the traditional semester and block modes of delivery using a self-reported questionnaire. The factor of time was the variable in relation to learning with the block mode delivery being in a compressed timeframe.
 
 
 
 From a purposive sample, 219 students participated in the self-reported questionnaire. There were only two significant differences were the block mode of delivery students responded less positively to the statements ‘the unit of study prepared them for knowledge and skills for EBP’ and ‘EBP should be discussed and shared in practice’.
 
 
 
 The transition from the traditional semester mode to the block mode delivery has had minimal impact on undergraduate nursing students’ perceptions of EBP and its application to clinical practice.


Comparison of the traditional and block mode of delivery on undergraduate nursing students’ perceived levels of preparedness to use evidence-based practice: a two-group experimental study

This thesis explored the concept of nurses' research literacy – how nurses' read and understand research literature. Through two systematic reviews of the literature, a pilot study and a qualitative research study, insights were formed into how nurses perceive research and how improved research literacy could be facilitated. Forty registered nurses from around Australia shared their experiences of learning about, reading and using research which led to different ways of thinking about teaching research. A new intervention for increasing research literacy, using a language-based, genre-analysis approach, was developed and found to be feasible and effective. 

/pdf/nurses-research-literacy-a-multi-methods-exploration-216un1vj.pdf

Nurses' research literacy: A multi-methods exploration

A multi-dimensional EBP educational program to improve evidence-based practice and critical thinking of hospital-based nurses: Development, implementation, and preliminary outcomes

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A multi-dimensional EBP educational program to improve evidence-based practice and critical thinking of hospital-based nurses: Development, implementation, and preliminary outcomes