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首页> 外文期刊>Worldviews on evidence-based nursing >Factors Influencing Undergraduate Students’ Intention to Use Evidence‐Based Practice After Graduation: Development and Validation of a Theory‐Based Prediction Model
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Factors Influencing Undergraduate Students’ Intention to Use Evidence‐Based Practice After Graduation: Development and Validation of a Theory‐Based Prediction Model

机译：影响本科生在毕业后使用循证实践的本科生意图：基于理论的预测模型的开发与验证

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Abstract Background Despite curriculum requirements for evidence‐based practice ( EBP ) to be a key component of undergraduate health students’ training, few studies have investigated factors influential to students’ intention to use EBP after graduation. Self‐efficacy is known to mediate and motivate behavior; therefore, it may be a crucial factor linking undergraduate students’ EBP education and adoption of positive EBP behaviors. Aims To develop, test, and validate a multivariate, theory‐based prediction model with the outcome of students’ intention to use EBP after graduation. Methods A correlational study with structural equation modeling was conducted. Model factors were determined from Bandura's self‐efficacy theory and previous literature. An online survey comprised of seven validated scales and a demographic tool was distributed to a sample of undergraduate nursing and paramedic students. Two episodes of data collection were conducted to test and validate the model. Results Evidence‐based practice beliefs directly and significantly influenced student intention to use EBP in both models. Sources of EBP self‐efficacy also had significant but indirect influence on the outcome variable. Overall variance for intention to use EBP was 25% for the initial model and 18% for the validated model. Linking Evidence to Action Evidence‐based practice curriculum that supports positive EBP beliefs and integrates Bandura's sources of self‐efficacy has potential to positively influence students’ intention to use EBP after graduation.
机译：摘要背景尽管基于证据的实践（EBP）课程要求是本科卫生学生培训的关键组成部分，但很少有研究对学生在毕业后使用EBP的意图影响的因素有影响。已知自我效能介导和激励行为;因此，它可能是联系本科生EBP教育和采用积极的EBP行为的关键因素。旨在开发，测试和验证基于多变量的理论的预测模型，并在毕业后的学生使用EBP的意图的结果。方法采用结构方程建模进行相关性研究。模型因素由Bandura的自我效能理论和以前的文学决定。由七个经过验证的规模和人口工具组成的在线调查分发给本科护理和护理人员的样本。进行了两次数据收集剧集以测试和验证模型。结果基于证据的实践信仰直接，显着影响了两种模型中使用EBP的学生意图。 EBP自我效能的来源也对结果变量进行了重大但间接影响。初始模型的意图使用EBP的整体差异为25％，验证模型的18％为18％。将证据与行动循证实践课程联系起来，支持积极的EBP信念并融合Bangura的自我效能来源，可能会积极影响学生在毕业后使用EBP的意图。

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