Publication: Effectiveness of training in evidence based practice on the development of communicative skills in nursing students: a quasi experimental design
Authors
Ruzafa Martínez, María ; Pérez Muñoz, Verónica ; Conesa Ferrer, María Belén ; Ramos Morcillo, Antonio Jesús ; Molina Rodríguez, Alonso
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Publisher
MDPI
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DOI
https://doi.org/10.3390/healthcare12181895
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info:eu-repo/semantics/article
Description
© 2024 by the authors. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/ This document is the Published version of a Published Work that appeared in final form in Healthcare. To access the final edited and published work see https://doi.org/10.3390/healthcare12181895
Abstract
Background: Communication skills (CSs) and evidence-based practice (EBP) are key
foundations for offering personalized and quality nursing care. CS that results in open communication
is fundamental for applying EBP. Objectives: The objective of the study was to assess the relationship
between the acquisition of EBP competencies and learning CS after taking an EBP course in the
nursing degree. Methods: Pre-test-post-test quasi-experimental study without a control group. The
study population comprised fourth-year undergraduate nursing students. Before and after an EBP
course, students completed a questionnaire on CS competence (HP-CSS) and EBP competence (EBPCOQ).
The EBP course lasts for 15 weeks, with 150 h of work for the student. Out of these 150 h,
60 are conducted in person, while the remaining 90 h are for independent or group work, utilizing
the flipped classroom methodology. Bivariate, correlational, pairwise Student’s t-test, and linear
regression multivariate analyses were performed. Results: The sample was composed of 153 students.
After completing the EBP course, there was a statistically significant improvement in informative
communication (p = 0.046) and assertiveness (p = 0.018). However, there were no observed changes in
empathy, respect, and the total score of the CS competence. The results from the multivariate analysis
showed that the dimensions of attitude towards EBP and EBP knowledge had a positive relation to
three of the four dimensions of the CS and overall competence. Regarding the students’ variables
and characteristics, admission through special programs for athletes and older students (p < 0.001)
and being female (p = 0.004) were positively statistically associated with empathy. Conclusions:
EBP training positively affects the development of CS in nursing students, as shown by significant
improvements in the total scores of the CS and the dimensions of informative communication and
assertiveness after the intervention. This study demonstrates the initial applicability and usefulness
of an EBP training program for the development of CS in nursing students.
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Citation
Healthcare, 2024, Vol. 12, N.18 : 1895
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