Are Students Prepared to Engage in Evidence-Based Practice (EBP)? Developing Essential EBP Skills

2.50
Hdl Handle:
http://hdl.handle.net/10755/622127
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Are Students Prepared to Engage in Evidence-Based Practice (EBP)? Developing Essential EBP Skills
Other Titles:
Evidence-Based Practice in Nursing Education
Author(s):
Wexler, Sharon Stahl; Paljevic, Esma; Roberts, Marie-Claire; Drury, Lin J.; Brennan, Noreen Bridget
Lead Author STTI Affiliation:
Upsilon
Author Details:
Sharon Stahl Wexler, PhD, MA, BSN, RN, GCNS-BC, FNGNA, Professional Experience: Over 20 years of experience working with older adults in care settings across the continuum of care. Dr. Wexler’s research interests include Acute Care for the Elderly model of care, fall prevention, and the use of technology in older adults. Dr. Wexler is presently an Associate Professor of Nursing at Pace University Lienhard School of Nursing in New York City, and is the program director for the Accelerated BSN program. Dr. Wexler is also certified in medical surgical nursing and as a nurse executive and Gerontological Clinical Nurse Specialist by the American Nursing Credentialing Center, and is Chair of the Content Expert Panel for the ANCC Gerontological CNS exam. Dr. Wexler is Director at Large of the National Gerontological Nurses Association and a member of the research committee of New York Stat Nurses Association. Author Summary: Dr. Wexler is an Associate Professor at Pace University, College of Health Professions Lienhard School of Nursing in New York, NY. She is a board certified clinical nurse specialist and a Fellow of the National Gerontological Nursing Association.
Abstract:

Background: Over the past six years we reimagined EBP throughout our undergraduate program using the AACN Baccalaureate Essentials as our guide. Student and faculty feedback was positive, work products were excellent. We measured EBP competencies for each cohort and were able to demonstrate success, however we did not have a cumulative measure of all of the students over time.

Purpose:  To measure EBP competencies and knowledge of students in in the undergraduate program.

Methods: IRB approval was obtained from the university. The ACE Evidence Based Readiness Inventory (ACE-ERI) is an online instrument that measures self-reported competencies in EBP. The instrument is based on nationally established EBP competencies and has strong validity and reliability. It has been utilized in both clinician and student populations. The tool incorporates the EBP competencies, a knowledge test focusing on knowledge transformation and demographic information. The ACE ERI is distributed to students via an email invitation at the beginning and end of their EBP course as well as at the end of their program. Data is anonymous and reported in aggregate. In order to encourage students to complete the survey, a certificate of completion is generated for students.

Results: The ACE ERI has been administered to 18 cohorts over the past five years. There is greater than a 90% return rate for both pre and post surveys. Student knowledge increased as did level of confidence in EBP competencies. Pretest and posttest mean scores for ACE-ERI competencies were compared. Statistical significance was achieved for all twenty competencies (p < 0.001). Analyses were run to investigate the correlations between the questions and the demographic variables. There were no statistically significant relationships indicating that the variation in the results was not related to the demographics of the students.

Conclusion: Student knowledge and competency in EBP increased significantly. We use the ACE-ERI to measure EBP knowledge and competency on an ongoing basis. Further analyses are being conducted to ascertain which specific features of our EBP model are most successful.

Keywords:
Competencies; EBP; Undergraduate
Repository Posting Date:
25-Jul-2017
Date of Publication:
25-Jul-2017
Other Identifiers:
INRC17L01
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleAre Students Prepared to Engage in Evidence-Based Practice (EBP)? Developing Essential EBP Skillsen_US
dc.title.alternativeEvidence-Based Practice in Nursing Educationen
dc.contributor.authorWexler, Sharon Stahlen
dc.contributor.authorPaljevic, Esmaen
dc.contributor.authorRoberts, Marie-Claireen
dc.contributor.authorDrury, Lin J.en
dc.contributor.authorBrennan, Noreen Bridgeten
dc.contributor.departmentUpsilonen
dc.author.detailsSharon Stahl Wexler, PhD, MA, BSN, RN, GCNS-BC, FNGNA, Professional Experience: Over 20 years of experience working with older adults in care settings across the continuum of care. Dr. Wexler’s research interests include Acute Care for the Elderly model of care, fall prevention, and the use of technology in older adults. Dr. Wexler is presently an Associate Professor of Nursing at Pace University Lienhard School of Nursing in New York City, and is the program director for the Accelerated BSN program. Dr. Wexler is also certified in medical surgical nursing and as a nurse executive and Gerontological Clinical Nurse Specialist by the American Nursing Credentialing Center, and is Chair of the Content Expert Panel for the ANCC Gerontological CNS exam. Dr. Wexler is Director at Large of the National Gerontological Nurses Association and a member of the research committee of New York Stat Nurses Association. Author Summary: Dr. Wexler is an Associate Professor at Pace University, College of Health Professions Lienhard School of Nursing in New York, NY. She is a board certified clinical nurse specialist and a Fellow of the National Gerontological Nursing Association.en
dc.identifier.urihttp://hdl.handle.net/10755/622127-
dc.description.abstract<p><span>Background:</span><strong> </strong><span>Over the past six years we reimagined EBP throughout our undergraduate program using the AACN Baccalaureate Essentials as our guide. Student and faculty feedback was positive, work products were excellent. We measured EBP competencies for each cohort and were able to demonstrate success, however we did not have a cumulative measure of all of the students over time.</span></p> <p>Purpose:<strong> </strong> To measure EBP competencies and knowledge of students in in the undergraduate program.</p> <p>Methods: IRB approval was obtained from the university. The ACE Evidence Based Readiness Inventory (ACE-ERI) is an online instrument that measures self-reported competencies in EBP. The instrument is based on nationally established EBP competencies and has strong validity and reliability. It has been utilized in both clinician and student populations. The tool incorporates the EBP competencies, a knowledge test focusing on knowledge transformation and demographic information. The ACE ERI is distributed to students via an email invitation at the beginning and end of their EBP course as well as at the end of their program. Data is anonymous and reported in aggregate. In order to encourage students to complete the survey, a certificate of completion is generated for students.</p> <p>Results:<strong> </strong>The ACE ERI has been administered to 18 cohorts over the past five years. There is greater than a 90% return rate for both pre and post surveys. Student knowledge increased as did level of confidence in EBP competencies. Pretest and posttest mean scores for ACE-ERI competencies were compared. Statistical significance was achieved for all twenty competencies (p < 0.001). Analyses were run to investigate the correlations between the questions and the demographic variables. There were no statistically significant relationships indicating that the variation in the results was not related to the demographics of the students.</p> <p>Conclusion:<strong> </strong>Student knowledge and competency in EBP increased significantly. We use the ACE-ERI to measure EBP knowledge and competency on an ongoing basis. Further analyses are being conducted to ascertain which specific features of our EBP model are most successful.</p>en
dc.subjectCompetenciesen
dc.subjectEBPen
dc.subjectUndergraduateen
dc.date.available2017-07-25T17:19:39Z-
dc.date.issued2017-07-25-
dc.date.accessioned2017-07-25T17:19:39Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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