The Impacts of Multimodal Training Curriculum on Faculty Facilitators' EBP Knowledge, Attitudes and Behavior in Medical Center of Taiwan

2.50
Hdl Handle:
http://hdl.handle.net/10755/155881
Type:
Presentation
Title:
The Impacts of Multimodal Training Curriculum on Faculty Facilitators' EBP Knowledge, Attitudes and Behavior in Medical Center of Taiwan
Abstract:
The Impacts of Multimodal Training Curriculum on Faculty Facilitators' EBP Knowledge, Attitudes and Behavior in Medical Center of Taiwan
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Tsai, Jung-Mei, MSN, RN
P.I. Institution Name:Mackay Memorial Hospital
Title:Executive Secretary of EBM Center
Co-Authors:Jiun-Yi Li, MD; Shu Yu, PhD, RN; Yu-Hung Wu, MD; Yu-Pei Fan, MHA, RN
21st INRC [Evidence-Based Practice Presentation] Background: An effective curriculum for EBP faculty training is important to the promotion of EBHC in medical center. We adopted a multimodal training style with small class, practical exercises and group discussion/contest to the training of faculty facilitators assigned by the nursing and medical departments in a medical center of Taiwan. Purpose: To evaluate the effects of the curriculum on faculty learns EBP knowledge, attitudes, behavior and skill. Method: Design: pre-experimental, one-group pretest post-test design was employed. Intervention: a 3-month EBP faculty training program; classes scheduled two hours per week between November/2008 and February/2009 with lecture, coursework and group discussion/contest. Samples: purposive sampling of faculty learners participating the program. Instrument: a structured questionnaire to self-assess EBP competence. Outcomes: measured by three EBP levels (knowledge, attitudes and behavior) and four EBP skill dimensions (clinical question formation, searching techniques, critical appraisal and clinical application). Data collection: questionnaires were administrated and collected for pre-train and post-train data. Analysis: SPSS 15.0 was used to obtain descriptive statistics, paired t-test and Pearson's correlation coefficients. RESULTS: 36 completed questionnaires were collected; return rate 97.56%. Between pre-train and post-train data, differences in three EBP levels were statistically significant (P < .0001) and four EBP skill dimensions were positively correlated (P < .0001). Indicated by post-train data, knowledge and behavior had greater space for improvement. Pre-train EBP levels (r=.43; P<.012) and pre-train EBP skill dimensions (r=.53; P<.001) correlated with intervention; this indicated overall pre-train capacity was amplified by intervention. Conclusion: An EBP faculty educational program incorporating interactive and multi-modal training style was an effective and innovative way of improving EBP knowledge, attitudes, behavior and skills. This study could provide a reference for future studies of EBP faculty education in clinical nursing and/or medical center.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Impacts of Multimodal Training Curriculum on Faculty Facilitators' EBP Knowledge, Attitudes and Behavior in Medical Center of Taiwanen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155881-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Impacts of Multimodal Training Curriculum on Faculty Facilitators' EBP Knowledge, Attitudes and Behavior in Medical Center of Taiwan</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Tsai, Jung-Mei, MSN, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Mackay Memorial Hospital</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Executive Secretary of EBM Center</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">jung@ms2.mmh.org.tw</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Jiun-Yi Li, MD; Shu Yu, PhD, RN; Yu-Hung Wu, MD; Yu-Pei Fan, MHA, RN</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Evidence-Based Practice Presentation] Background: An effective curriculum for EBP faculty training is important to the promotion of EBHC in medical center. We adopted a multimodal training style with small class, practical exercises and group discussion/contest to the training of faculty facilitators assigned by the nursing and medical departments in a medical center of Taiwan. Purpose: To evaluate the effects of the curriculum on faculty learns EBP knowledge, attitudes, behavior and skill. Method: Design: pre-experimental, one-group pretest post-test design was employed. Intervention: a 3-month EBP faculty training program; classes scheduled two hours per week between November/2008 and February/2009 with lecture, coursework and group discussion/contest. Samples: purposive sampling of faculty learners participating the program. Instrument: a structured questionnaire to self-assess EBP competence. Outcomes: measured by three EBP levels (knowledge, attitudes and behavior) and four EBP skill dimensions (clinical question formation, searching techniques, critical appraisal and clinical application). Data collection: questionnaires were administrated and collected for pre-train and post-train data. Analysis: SPSS 15.0 was used to obtain descriptive statistics, paired t-test and Pearson's correlation coefficients. RESULTS: 36 completed questionnaires were collected; return rate 97.56%. Between pre-train and post-train data, differences in three EBP levels were statistically significant (P &lt; .0001) and four EBP skill dimensions were positively correlated (P &lt; .0001). Indicated by post-train data, knowledge and behavior had greater space for improvement. Pre-train EBP levels (r=.43; P&lt;.012) and pre-train EBP skill dimensions (r=.53; P&lt;.001) correlated with intervention; this indicated overall pre-train capacity was amplified by intervention. Conclusion: An EBP faculty educational program incorporating interactive and multi-modal training style was an effective and innovative way of improving EBP knowledge, attitudes, behavior and skills. This study could provide a reference for future studies of EBP faculty education in clinical nursing and/or medical center.</td></tr></table>en_GB
dc.date.available2011-10-26T14:14:42Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T14:14:42Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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