Browsing by Subject "Evidence-based practice"

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    Assessing Evidence-Based Practice Competence in Nurse Leadership Roles in Spain
    (Wiley, 2026) Pedro Simón Cayuela-Fuentes; César Leál-Costa; Serafín Fernández-Salazar; José Antonio Vera-Pérez; Antonio Jesús Ramos-Morcillo; María Ruzafa-Martínez; Segura López, Gabriel; Cayuela Fuentes, Pedro Simón; Leal Costa, César; Vera Pérez, José Antonio; Ramos Morcillo, Antonio Jesús; Ruzafa Martínez, María; Enfermería; Facultades de la UMU
    ABSTRACT Objective: This study evaluated the competency of nursing leaders and managers in Spain regarding evidence-based practice (EBP) and identified factors that affect its implementation in clinical environments. Background: EBP is essential for enhancing healthcare quality; however, there are still gaps between theoretical knowledge and its practical application. Nursing leaders are crucial in promoting EBP, yet their competence levels and obstacles have not been thoroughly examined in Spain. Material and methods: A cross-sectional study surveyed 159 nurse managers across 16 autonomous communities in Spain, utilizing the validated EBP-COQ Prof tool. The questionnaire assessed four competency domains—attitude, knowledge, skills, and utilization—using a 1 to 5 Likert scale. Predictors of EBP competency, including training, mentorship, and organizational afiliation, were analyzed using multivariate linear regression. Results: Participants demonstrated a strong overall EBP competence, with an average total score of 143.77 out of 175. The highest scores were in the attitude domain (36.26/40) and knowledge (43.09/55), whereas utilization scores were relatively lower (37.57/ 50). This indicates that applying EBP in practice still lags behind positive attitudes and knowledge. Key factors predicting higher EBP competence included EBP training, consistent reading of scientific literature, mentoring nursing students, and working in a BPSO center. These results also imply that organizational constraints may continue to impede the integration of EBP competence into routine managerial practice. Conclusions: Spanish nurse managers possess strong EBP knowledge but continue to encounter difficulties in applying it clinically. The study highlights four adjustable factors of EBP competency that could guide focused interventions. Implications for Nursing Management: Healthcare institutions should implement (1) training programs for addressing knowledge-to-practice gaps, especially for nonspecialist managers; (2) mentorship systems pairing EBP-competent leaders with novices; (3) protected time for EBP activities; and (4) expanded BPSO accreditation to institutionalize evidence-based care. Future initiatives should include EBP metrics in performance evaluations, and research should explore factors such as leadership styles and the impact of resource allocation on patient outcomes through longitudinal designs.
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    Dataset used for the article: Effect of an online training intervention on evidence-based practice in clinical nurses. #Evidencer Project
    (2025-04-03) Ramos-Morcillo, Antonio Jesús; Ruzafa-Martínez, María; Leal-Costa, César; Fernández Salazar, Serafín; Enfermería
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    Determinants of Evidence Implementation by Nurses: #Evidencer Model for the Use of Evidence-Based Practice (#EvidencerMUSEBP)—A Structural Equation Model
    (2024-02-28) Ruzafa-Martinez, Maria; Fernández-Salazar, Serafín; Leal-Costa, César; Ramos-Morcillo, Antonio Jesús; Enfermería
    Existing studies have identified specific factors influencing some dimensions of evidence-based practice (EBP) competence and use. However, the way these factors interact still needs to be clarified. The purpose of the study was to test a model based on the Determinant Frameworks that explain the relationships and the direct pathways between the characteristics of the nurses, the context, and the implementation strategies and the dimensions of EBP competence, attitude, knowledge, skills, and use of EBP. A cross-sectional study was carried out in Spain during January and February 2020, involving 2,370 nurses employed in public health centers across all autonomous communities within the National Health System. An online survey was administered to gather data, addressing various topics related to the nurses’ characteristics, the context in which they worked, the implementation strategy, and their competence in evidence-based practice (EBP). As depicted in the conceptual framework, a structural equation model was constructed to test the hypothesized relationships among key study variables. The model obtained showed a good fit (χ2/df = 3.20, p < 0.001; RMSEA = 0.030 [90% CI 0.025, 0.036]; CFI = 0.989; GFI = 0.990; TLI = 0.983). The context, more specifically, the dimensions of nurse participation in the center’s affairs, nursing foundations for quality of care, nurse manager ability leadership and support of nurses, and implementation strategy have a direct and positive effect on EBP use. Training in EBP, reading scientific articles, and having a doctorate are associated with higher competence and knowledge in EBP. The final fit shows the #Evidencer model for the use of EBP (#EvidencerMUSEBP) with two main components: the contextual and strategic factors that influence the implementation of EBP and the characteristics of the professionals, such as their training and reading of articles, which have an impact on EBP competence. This model could guide healthcare organizations in proposing comprehensive interventions to improve EBP use and the competency of nurses.
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    Dinámicas de información en profesionales de enfermería desde el análisis de redes sociales
    (Universidad de Murcia. Servicio de publicaciones, 2021) Martínez Gimeno, Maria Lara; Ovalle Perandones, Maria Antonia; Escobar Aguilar, Gema; Fernández Martínez, Nélida; Benítez Andrades, Jose Alberto; Marqués Sánchez, Pilar
    Introducción: El conocimiento es una herramienta necesaria para la investigación científica y el progreso de cualquier disciplina. Pero el conocimiento científico y las dinámicas de información no sólo están sostenidas por los individuos, sino que son producidas y mantenidas por grupos de personas que trabajan en un mismo entorno donde los vínculos y las relaciones pueden influir en el proceso. Objetivo:Analizar las redes sociales de utilización de fuentes de información, de ayuda/consejo para la transferencia de conocimiento y los lugares donde los profesionales de enfermería comparten información. Método: Análisis de Redes Sociales a través de un cuestionario validado. Se reclutaron profesionales de 6 unidades hospitalarias. Resultados: Participaron 77 profesionales con una edad media de 42,9 (DE:11,48). Los compañeros son la fuente de información más utilizada (76 elecciones) frente a las bases de datos y artículos científicos que son la menos seleccionada (63 elecciones). Las redes homófilas horizontales (profesionales con estatus/intereses similares) son las más frecuentes para obtener información sobre resultados de investigación (74 elecciones). La unidad asistencial es el entorno más señalado para compartir información (50 elecciones). Conclusiones: Los profesionales consideran el conocimiento de sus compañeros como la principal fuente para obtener información sobre resultados de investigación. Unidades con determinado grado de especialización utilizan guías de práctica clínica y protocolos como fuente principal de información. Los profesionales de enfermería utilizan redes homófilas-horizontales para obtener información. El entorno laboral en sus diferentes ámbitos (unidad, office, reuniones) es el más utilizado para compartir información sobre resultados de investigación.
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    Educational interventions for teaching evidence-based practice to undergraduate nursing students: a scoping review
    (MDPI, 2020-08-31) Patelarou, Athina E.; Mechili, Enkeleint A.; Ruzafa Martínez, María; Dolezel, Jakub; Gotlib, Joanna; Skela Savic, Brigita; Ramos Morcillo, Antonio Jesús; Finotto, Stefano; Jarosova, Darja; Smodiš, Marta; Mecugni, Daniela; Panczyk, Mariusz; Patelarou, Evridiki; Enfermería
    Background: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much engaged and have a lack of knowledge and skills. Aim: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students. Methods: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance. Results: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies. Conclusions: EBP training can improve nursing students’ capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization.
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    Effect of an online training intervention on evidence‑based practice in clinical nurses. #Evidencer Project
    (BMC, 2024-11-15) Ramos-Morcillo, Antonio Jesús; Ruzafa-Martínez, María; Leal-Costa, César; Fernández-Salazar, Serafín; Enfermería
    Background Online learning is becoming increasingly essential for health professionals, and it is necessary to understand how this modality affects clinical nurses’ learning of Evidence-Based Practice (EBP). For this reason, the present study sought to assess the effectiveness of an online training program in improving nurses’ EBP competence. Methods A quasi-experimental study with a pretest–posttest design was conducted with a control group and without randomization for a period of 6 months. The intervention was an online self-learning course based on Melnyk’s seven steps of Evidence-Based Practice (EBP). The course was structured into sequential modules requiring 72 h of work, with task completions and tests necessary for progression. Participants had three months to complete the course. EBP competence was measured with the EBP-COQ Prof© questionnaire. Data analysis included percentages, means, standard deviations, chi-square tests, student’s t-tests, and a two-way repeated measures analysis of covariance (ANCOVA). Results The analysis of the changes observed in each dimension and the overall EBP competence between the intervention group (IG) and the control group (CG) showed a significant group*time interaction in three of the four dimensions of the questionnaire. The results indicated that the online Evidence-Based Practice (EBP) course significantly improved knowledge, skills, and utilization three months after its completion. In the IG, the mean score was 44.04 (standard deviation (SD) = 7), compared to 37.83 (SD = 8.5) in the CG (p < 0.001). Regarding skills, the IG had a mean score of 24.24 (SD = 3.8), while the CG scored 23.01 (SD = 3.1) (p = 0.008). For utilization, the mean score in the IG was 36.77 (SD = 6.8), and the CG was 33.12 (SD = 6.3) (p = 0.005). Overall competence also showed a statistically significant difference, with the IG achieving a mean score of 141.22 (SD = 20.0) compared to the CG with a mean score of 130.34 (SD = 16.7) (p < 0.001). Conclusions Training through an online education platform for three months (72 h) is an effective tool for improving the competence in Evidence-Based Practice (EBP) of clinical nurses. A significant increase was observed in knowledge and moderate improvements in skills and the application of EBP. These online courses, adapted to the needs of professionals, can be an efficient way to prepare nurses and improve their application of EBP in a clinical setting.
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    Effectiveness of a brief, basic evidence-based practice course for clinical nurses
    (Wiley, 2015-02-14) Ramos Morcillo, Antonio Jesús; Fernández Salazar, Serafín; Ruzafa Martínez, María; Pino Casado, Rafael del; Enfermería
    Background: Barriers to the implementation of evidence-based practice (EBP) by nursing professionals include a lack of knowledge, inadequate skills in searching for and appraising evidence, and consulting research articles. However, few studies have addressed the effectiveness of educational interventions to improve their competence. Aims: To evaluate the effectiveness of a brief basic online and face-to-face educational intervention to promote EBP attitudes, knowledge and skills, and practice in clinical care nurses. Methods: This study was quasi-experimental, pretest-posttest design with a comparison group. The sample included registered nurses enrolled in the free continuing education courses offered in 2013 by the Nursing Council of Jaen (Spain). The study included 109 participants (54 in the intervention group and 55 in the comparison group). The intervention was a brief, basic EBP course with online and face-to-face learning. The comparison group received an educational intervention with different content. The evidence-based practice questionnaire (EBPQ) was used to evaluate EBP attitude, knowledge and skills, and practice before the intervention, and at 21 and 60 days following the intervention. Two-way mixed analysis of variance was conducted. Results: There was a significant difference between intervention and comparison groups in the knowledge and skills dimension. The difference between groups was not significant in the EBP practice dimension. Both groups had high scores in the attitude dimension that did not change after the intervention. Linking Evidence to Action: A brief basic educational intervention on EBP with online and face-to-face learning can produce improvements in the knowledge and skills of clinical nurses.
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    Effectiveness of an evidence-based practice (EBP) course on the EBPcompetence of undergraduate nursing students: Aquasi-experimental study
    (Elsevier, 2015-10) Ruzafa Martínez, María; López Iborra, Lidón; Armero Barranco, David; Ramos Morcillo, Antonio Jesús; Enfermería
    Background:International nursing institutions and experts recommend evidence-based practice (EBP) as a corecomponent of the curriculum for nurses. However, the impact of EBP training on the competence of undergrad-uate nursing students remains unclear.Objectives:To evaluate the effectiveness of an EBP course on theEBP competence undergraduate nursing students'.Method:Design: Quasi-experimental study carried out in non-randomized intervention and control groups.Settings: The study was conducted in a Spanish public university in 2010.Participants: Out of 420 second- and third-year nursingstudents, 75 were enrolled in the EBP course, forming theintervention group, and 73 were not enrolled in this course were recruited as controls.Procedure: The educational intervention was a 15-week course designed to teach EBP competence. The EBP Com-petence Questionnaire (EBP-COQ) was administered before and after the intervention. Repeated-measure ANOVAwas used to compare intervention and control group scores before and at two months after the 15-week interven-tion period.Results:At 2 months after the EBP course, mean EBP-COQ scores of the intervention group were significantly im-proved versus baseline in attitude (4.28 vs. 3.33), knowledge (3.92 vs. 2.82)and skills (4.01 vs. 2.75) dimensions,whereas little change was observed in control group scores over the same time period. Repeated-measuresANOVA revealed a significant effect of Time × Group interaction on global competence and all three EBP-COQ di-mensions.Discussions:Undergraduate nursing students experience positive changes in EBP competence, knowledge, skills, andattitude as the result of a 15-week educational intervention on EBP. This EBP course may provide nursing school ed-ucators and policymakers with a useful model for integrating EBP teaching within the nursing curriculum
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    Evaluation of evidence-based practice learning among undergraduate nursing students: Relationship between self-reported and objective assessment
    (2021-10) Ruzafa Martinez, Maria; Leal Costa, César; García González, Jessica; Sánchez Torrano, María; Ramos Morcillo, Antonio Jesús; Enfermería
    Abstract Background: Self-reported scales and objective measurement tools are used to assess Evidence-based Practice (EBP) learning. An agreement between these measures has not been widely investigated among nursing students. Objective: The aim of the present study was to examine the relationship between EBP competency in undergraduate nursing students, defined as the capability to choose and use an integrated combination of EBP knowledge, skills and attitudes, evaluated with the self-reported EBP-COQ questionnaire and the final test score of an EBP course included in a Nursing Degree Program. Design: A cross-sectional study was carried out. Settings: University of Murcia (Spain), Nursing Degree, academic year 2019/2020. Participants: The study population was comprised by 210 4th-year undergraduate nursing students enrolled in the Clinical Practice and Evidence-based Nursing course. All the students were invited to participate. Methods: A validated EBP-COQ questionnaire (1 "lowest score" to 5 "highest score") and an objective test (score from 0 to 10) were used to assess EBP competency. The SPSS 26.0 program was used to perform descriptive, bivariate and multivariate analyses. Results: 152 students participated (response rate 72.4%), the sample was 81.4% female, and the median age was 20 years old; 76.3% attended more than 75% of the class hours. After the EBP course, the students obtained a high overall EBP competency score (mean = 4.21; SD = 0.26). The mean score on the objective test was 6.86 (SD = 1.36). A moderate positive correlation was found between the subjective and objective EBP competency measurements (Pearson's correlation coefficient 0.5; p < 0.0001). Conclusions: Our findings contribute with new and significant evidence of the convergent validity of the EBP-COQ questionnaire, which increases the value of this instrument for evaluating the EBP competency of Nursing Degree students.
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    Evidence-based practice competence among nurses in acute and critical care settings: a national cross-sectional study in Spain – The #Evidencer Project
    (Elsevier, 0012-05-26) Segura López, Gabriel; Cayuela Fuentes, Pedro Simón; Leal Costa, César; Vera Pérez, José Antonio; Ruzafa Martínez, María; Ramos Morcillo, Antonio Jesús; Enfermería; Facultades de la UMU
    Objectives: This study assessed EBP competence among critical care nurses in Spain and identified significant factors affecting the integration of EBP into clinical practice. Methods: A multicenter cross-sectional study involved nurses in emergency departments, pre-hospital emergency services, and intensive care units throughout Spain. Competence was assessed through self-report using the validated EBP-COQ Prof© questionnaire, comprising 35 items divided into four dimensions: attitude, knowledge, skills, and utilization. Descriptive, bivariate, and multivariate regression analyses were conducted to identify the predictors of EBP competence. Results: The sample comprised 847 nurses (78.5% female; mean age 39.89 years, SD = 9.13). The average total EBP competence score was 130.6 (SD = 17.29). Scores across dimensions were highest for attitude (37.1/40) and knowledge (38.0/55), while skills (23.0/30) and utilization (32.6/50) were lower. Key predictors of higher competence included EBP training (p < 0.001), regular reading of scientific articles (p < 0.001), postgraduate education (p < 0.001), mentorship roles (p = 0.018), and employment at Best Practice Spotlight Organization® (BPSO) centers (p = 0.001). Competence declined slightly with increasing professional experience (p = 0.037). Conclusions: Spanish critical care nurses exhibit moderate to high competence in evidence-based practice (EBP), showcasing solid attitudes and knowledge but lacking practical application. Healthcare institutions should emphasize organized EBP training to close this gap, encourage research involvement, and cultivate supportive environments by implementing initiatives such as BPSO programs. Tackling these elements can bolster EBP implementation and enhance patient outcomes in critical care environments. Implications for clinical practice: These findings emphasize the need for strategies to improve evidence-based practice (EBP) in critical care. Healthcare organizations should focus on structured EBP education, regular access to scientific literature, and mentorship, including BPSO® programs. Enhancing EBP skills among experienced nurses can boost decision-making, patient safety, and care quality in high-acuity settings environments.
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    Evidence-based practice nurses' competency: Spanish national survey and establishment of a scale of the EBP-COQ-Prof©
    (2021-05) Ramos Morcillo, Antonio Jesús; Fernández Salazar, Serafín; Leal Costa, Cesar; Ruzafa Martinez, Maria; Enfermería
    Abstract Aims: To discover the level of evidence-based practice competency of Spanish nurses, to develop a scale of the EBP-COQ-Prof© and to analyse the influence of different variables on the level of competency. Background: The evidence-based practice competency has previously been assessed using a wide variety of instruments, although these have methodological limitations and lack associated scales that allow for the interpretation of the score obtained. Method: Observational, cross-sectional, national study. Using an online questionnaire, data were obtained between January and March 2020 from nurses working in the National Health System. An ANOVA was performed along with multiple regression analyses. The T-score and percentiles were calculated to obtain the scale of the EBP-COQ-Prof©. Results: 2,942 nurses participated. The score for the evidence-based practice competency was 130.29 (standard deviation 17.55). The multiple regression analysis showed a model comprised of 8 variables that explained 33% of the variance. Conclusions: The Spanish nurses have a moderate level of evidence-based practice competency. The scale classifies the subjects into 3 levels: low, moderate and high competency. Implications for nursing management: The scale proposed for the EBP-COQ-Prof© could be utilized to facilitate the diagnosis of evidence-based practice competency, and to monitor and plan individual and collective strategies to improve this competency.
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    Mapping research on evidence-based practice in education: a mixed analysis
    (Universidad de Murcia, Servicio de Publicaciones, 2024) de Oliveira Barbosa, Mayara Lustosa; Marín-Suelves, Diana; Vidal Esteve, María Isabel; Gabarda Méndez, Vicente
    This work is a review approach to the scientific literature on evidence-based practice in teaching/learning processes carried out through a bibliometric study and a content analysis. A total of 1,868 documents extracted from the WOS database were analysed, from which the 100 most cited documents in the last twenty years were selected for an in-depth analysis of the topics addressed in the studies. This study made it possible to identify a growing trend in the number of studies carried out in recent years, the weight of different countries, including the USA, reference authors, sources to be consulted to learn more, and the existing collaboration and co-citation networks. In addition, the content analysis results show the diversity of methodologies, techniques, and resources endorsed for their effectiveness in improving education, professional development, and the effects on participants' performance. With or without technology, evidence-based practices are implemented in different contexts and with diverse populations, such as students with special educational needs. However, studies focused on the training of health professionals predominate.
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    El papel de las evidencias en la práctica docente desde el punto de vista de sus protagonistas
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2023) Olmos-Rueda, Patricia; Pattier, Daniel
    La relación entre la investigación y la práctica educativa ejerce una gran influencia en el desarrollo del proceso de enseñanza-aprendizaje. Conocer el papel que juega la evidencia en la práctica docente es fundamental para entender la educación actual y poder diseñar escenarios de mejora propiciados por la evidencia científica. Con el objetivo de profundizar en la relación entre la evidencia científica y las prácticas educativas, por un lado, y la percepción del profesorado sobre el uso de la evidencia, por otro, se realizó un estudio cuantitativo mediante encuestas administradas a 462 profesores de colegios de Barcelona y de la Comunidad de Madrid. Los resultados muestran la importancia que los docentes otorgan a la evidencia y las características que debe tener la evidencia científica para tener una repercusión directa en la práctica docente: relevancia, asequibilidad, accesibilidad y practicidad. Destaca el valor que los docentes otorgan a las experiencias de las prácticas educativas propias o ajenas más que a los conocimientos teóricos. Además, podemos ver cómo las variables de edad, género, nivel educativo, etapa educativa en la que enseñan y la titularidad de la escuela condicionan la percepción de los docentes sobre la relación entre la evidencia científica y su práctica educativa. Concluimos que estos resultados posibilitan avances clave en la hoja de ruta hacia una cultura de prácticas basadas en la evidencia en educación, y promueven una profunda reflexión acerca de la forma en que la investigación y sus evidencias llegan efectivamente a los docentes.
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    Providing a teaching and learning open and innovative toolkit for evidence-based practice to nursing European curriculum (EBP e-Toolkit): Project rationale and design
    (Study protocols, 2020-10-08) Patelarou, Evridiki; Vlasiadis, Konstantinos; Panczyk, Mariusz; Dolezel, Jakub; Jarosova, Darja; Gotlib, Joanna; Skela Savič, Brigita; Mecugni, Daniela; Finotto, Stefano; Ruzafa Martínez, María; Ramos Morcillo, Antonio Jesús; Patelarou, Athina; Enfermería
    Evidence-based practice (EBP) is an instrument of great utility in making clinical decisions in nursing care, improving the quality of nursing care and patients’ health outcomes. There is no European framework for EBP competency, and no guidelines for EBP teaching. The general concept of the project ‘Providing a Teaching and Learning Open and Innovative Toolkit for Evidence-based Practice to Nursing European Curriculum: (EBP e-Toolkit)’ is to fill this gap in Nursing education across Europe and to foster and harmonize the teaching and learning of EBP in the European nursing curricula and to produce the acquisition of EBP competence earlier in professional life. The project is organized along four major outputs, and a dissemination and sustainability plan has been set up. A mixed method research constitutes the main methodological approach applied in the project. This methodology requires the active participation of all research groups, partners, steering committee, nursing students, and educators, in the project. The use of the EBP e-Toolkit will increase nurses’ and nursing students’ level of EBP competence by formulating specific guidelines to be implemented in EBP teaching.
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    The impact of a peer-tutoring program to improve self-regulated learning
    (Universidad de Murcia. Servicio de Publicaciones, 2022) Fernández Martín, Francisco; Arco Tirado, José L.; Hervás Torres, Mirian
    El objetivo de este estudio fue demostrar el impacto de un pro-grama de intervención basado en la tutoría entre iguales para mejorar la au-torregulación del aprendizaje del alumnado universitario de nuevo ingreso, identificando asimismo sus efectos en el alumnado tutor. La muestra estu-vo compuesta por 102 estudiantes de nuevo ingreso (51 grupo experimen-tal y 51 grupo control) y 50 estudiantes de último curso de cuatro titulacio-nes. La autorregulación del aprendizaje se evaluó a través del Cuestionario de Estrategias de Aprendizaje y Motivación. Después de asignar aleatoria-mente al alumnado de nuevo ingreso a la condición experimental o control de un diseño cuasiexperimental con grupo control no equivalente mejorado con técnicas de control estadístico, la intervención consistió en 20 sesiones individuales de tutoría altamente estructuradas con el alumnado de nuevo ingreso, dirigidas por el alumnado de último curso o tutor, que fue previa-mente entrenado para ello en tres sesiones de formación. Los resultados arrojan diferencias estadísticamente significativas en autorregulación del aprendizaje para el alumnado participante.
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    Validation study and setting norms of the evidence based practicecompetence questionnaire for nursing students: A cross-sectional study in Poland
    (Elsevier, 2020-02-24) Panczyk, Mariusz; Iwanow, Lucyna; Gaworska Krzemińska, Aleksandra; Grochans, Elżbieta; Kózka, Maria; Kulik, Halina; Lewko, Jolanta; Marcysiak, Małgorzata; Młynarska, Katarzyna; Nowak Starz, Grażyna; Uchmanowicz, Izabella; Ramos Morcillo, Antonio Jesús; Ruzafa Martínez, María; Gotlib, Joanna; Enfermería
    Background:Achieving high quality care through full use of potential stemming from the use of the principles ofevidence based practice (EBP) requires adequate shaping of student attitudes toward EBP already at an earlystage of education, as well as teaching in the scope of knowledge and skills essential to apply EBP in futureprofessional work. Therefore, nursing educators need a tool to assess competency in EBP. This study aims topresent the adaptation of the psychometric test and setting norms to the Polish version of the Evidence BasedPractice Competence Questionnaire (EBP-COQ_P).Methods:Poland-wide multicentre study, cross-sectional validation design, a representative sample of 1636nursing students. The EBP-COQ_P was validated in terms of content validity through an expert review. The EBP-COQ_P was administered to evaluate test reliability and validity. Settings norms for the Polish nurse populationwere also done.Results:Confirmatory factor analysis demonstrated that 25 items are grouped into three categories which definecompetences related to EBP: attitude, knowledge, and skills. Cronbach's alpha was 0.856 for the entire ques-tionnaire. EBP-COQ_P had good parameters of absolute stability. EBP-COQ_P was also characterized with ex-ternal construct validity. Measurement with the use of EBP-COQ_P allowed for a good differentiation of therespondents in terms of their expertise in EBP (known-groups validity).Conclusions:In terms of reliability and validity, EBP-COQ_P is compared with its original version. EBP-COQ_Pmay be used in educational practice (graduate and postgraduate education). Polish norms set for a representativegroup of nursing students may serve as a benchmark for the results obtained from individual and group mea-surements.