Evidence based study among Bachelor nursing students
| ISRCTN | ISRCTN26937208 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN26937208 |
| Secondary identifying numbers | Protocol version 1, November 15th 2017 |
- Submission date
- 25/02/2018
- Registration date
- 28/02/2018
- Last edited
- 28/02/2018
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Other
Plain English summary of protocol
Background and study aims
Experts recommend that evidence-based practice (EBP) should be a core component of curricula for nurses at bachelor’s degree level. However, little is known about the impact of standardized education programs on knowledge, beliefs, and implementation skills for EBP among undergraduate nursing students. The aim of this study is to assess the effectiveness of a standardized EBP teaching program on beliefs in the value of EBP and its implementation skills among undergraduate nursing students.
Who can participate?
Full-time students beginning a Bachelor’s Degree in Nursing Sciences and employed in the canton Valais
What does the study involve?
The standardized EBP teaching program runs throughout the entire three-year undergraduate nursing course. After an introduction to the standardized teaching program and an assessment of belief in the value of EBP and of the skills required for its implementation, the first two EBP workshops are organized to include reflective practice and the construction of a PICOT/PEO question. This is followed by a second measurement of belief in the value of EBP and the skills required for its implementation. The third and fourth workshops cover literature reviews and the critical appraisal of the full texts selected following the literature search. This is followed by a third measurement of belief in the value of EBP and the skills required for its implementation. Finally, a journal club for student nurses and a workshop concerning nursing handoffs or handovers is organized. A final measurement of belief in the value of EBP and the skills required for its implementation concludes the standardized EBP teaching program. The EBP module uses a blended learning approach including lectures, small-group teaching, and inductive learning education strategies (with formative and summative assessments built in).
What are the possible benefits and risks of participating?
The study’s results will show the effects of a standardized EBP teaching program over three years and thw changing beliefs about EBP and students’ skills in its implementation. They will also reveal which skills have been suitably acquired and which require reinforcing in a Bachelor’s Degree in Nursing Science. The possible benefits include increased EBP knowledge and skills to implement EBP in daily practice for undergraduate nursing students at the end of their internship and education curriculum. The intervention is a teaching intervention, measured with two questionnaires taking about 15 minutes to fill in. Besides some fatigue there are no risks in this study.
Where is the study run from?
University of Applied Sciences and Arts Western Switzerland
When is the study starting and how long is it expected to run for?
December 2017 to December 2020
Who is funding the study?
University of Applied Sciences and Arts Western Switzerland
Who is the main contact?
Prof. Henk Verloo
henk.verloo@hevs.ch
Contact information
Scientific
5, Chemin de l’Agasse
CH - 1951 SION
1951
Switzerland
| Phone | +41 (0)27 606 84 34 |
|---|---|
| henk.verloo@hevs.ch |
Study information
| Study design | Quasi-experimental pre- and post-program research design using a single non-randomized group |
|---|---|
| Primary study design | Interventional |
| Secondary study design | Non randomised study |
| Study setting(s) | School |
| Study type | Other |
| Participant information sheet | Not available in web format, please use the contact details to request a patient information sheet |
| Scientific title | Effectiveness of a standardized evidence-based practice teaching program on beliefs in the value of evidence-based practice (EBP) and its implementation skills among undergraduate nursing students: a protocol for a quasi-experimental study |
| Study acronym | EBP-STUD17 |
| Study objectives | According to the latest research study reforms at this Swiss university, during their training, students of nursing sciences are supposed to use scientific research and reflective practices, critically search for, analyze, and evaluate the scientific literature, and share their knowledge with their peers. However, some literature documents students’ negative attitudes and beliefs about research as well as how they question the utility of evidence-based practice (EBP) in clinical decision-making. Furthermore, different contemporary authors currently decry a lack of cohesion between training about EBP in nursing schools and its use practical training. Even though students of nursing sciences are regularly exposed to the concept of EBP during their academic studies, the effects of that exposure have been neither well explored nor fully documented. For these reasons, the proposed study will evaluate the effects of a standardized EBP teaching program on nursing students’ beliefs about the value of EBP and on the skills and knowledge which they have acquired for its implementation throughout their three-year training period. Furthermore, the study will seek to understand how the nursing students experience the study intervention itself. Hypothesis: A standardized, EBP teaching program for students studying for a Bachelor’s Degree in Nursing Sciences in the canton Valais significantly increased their belief in the value of EBP, its practical day-to-day implementation, and the skills required to carry out that implementation by the end of their three-year course, as measured using Melnyk’s EBP beliefs and implementation scales |
| Ethics approval(s) | Internal research committee of the HES-SO Valais/Wallis, 22/09/2017, ref: IB-UAS-Nur&Phy/001/17 |
| Health condition(s) or problem(s) studied | Evidence-based practice (EBP) |
| Intervention | The standardized EBP teaching program will be a systematically applied core intervention involving all the eligible undergraduate nursing students recruited by the university. The program will run throughout the entire three-year undergraduate nursing course and will be composed of six interventions. After an introduction to the standardized teaching program and a baseline assessment of belief in the value of EBP and of the skills required for its implementation (T0), the first two EBP workshops are organized to include reflective practice and the construction of a PICOT/PEO question. This is followed by a second measurement (t1) of belief in the value of EBP and the skills required for its implementation. The third and fourth workshops cover literature reviews and the critical appraisal of the full texts selected following the literature search. This is followed by a third measurement (t2) of belief in the value of EBP and the skills required for its implementation. Finally, a journal club for student nurses and a workshop concerning nursing handoffs or handovers will be organized. A final measurement of belief in the value of EBP and the skills required for its implementation (T3) will conclude the standardized EBP teaching program. The EBP module utilizes a blended learning approach including lectures, small-group teaching, and inductive learning education strategies (with formative and summative assessments built in) |
| Intervention type | Behavioural |
| Primary outcome measure | Beliefs and implementation of EBP skills and knowledge measured with the EBP beliefs and implementation scales of Melnyk et al., 2008 at baseline, 12, 24 and 36 months |
| Secondary outcome measures | Sociodemographic and academic characteristics (age, sex, place of education, type of education, number of internships, exposure) measured at the end of the study |
| Overall study start date | 01/12/2017 |
| Completion date | 31/12/2020 |
Eligibility
| Participant type(s) | Health professional |
|---|---|
| Age group | Adult |
| Sex | Both |
| Target number of participants | A non-probabilistic, convenience sample has been chosen (total sample of 17 Bachelor nursing students = 92). |
| Key inclusion criteria | Full-time students beginning a Bachelor’s Degree in Nursing Sciences and employed in the canton Valais |
| Key exclusion criteria | Postgraduate or Erasmus student |
| Date of first enrolment | 01/12/2017 |
| Date of final enrolment | 01/07/2020 |
Locations
Countries of recruitment
- Switzerland
Study participating centre
CH-1951 Sion
1951
Switzerland
Sponsor information
University/education
Department of Nursing Sciences
5, Chemin de l’Agasse
CH - 1951 SION
1951
Switzerland
| Phone | +41 (0)27 606 84 00 |
|---|---|
| henk.verloo@hevs.ch | |
| Website | www.hes-so.ch |
"ROR" |
https://ror.org/01xkakk17 |
Funders
Funder type
University/education
No information available
Results and Publications
| Intention to publish date | 31/12/2021 |
|---|---|
| Individual participant data (IPD) Intention to share | No |
| IPD sharing plan summary | Data sharing statement to be made available at a later date |
| Publication and dissemination plan | Planned publication in a high-impact peer reviewed journal. |
| IPD sharing plan | The data sharing plans for the current study are unknown and will be made available at a later date. |
