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首页> 外文期刊>Worldviews on evidence-based nursing >Evidence‐Based Practice Competence in Nursing Students: An Exploratory Study With Important Implications for Educators
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Evidence‐Based Practice Competence in Nursing Students: An Exploratory Study With Important Implications for Educators

机译：护理学生的基于证据的实践能力：一个对教育工作者的重要意义的探索性研究

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Abstract Background Evidence‐based practice ( EBP ) is a core pillar of nursing education and an expectation in clinical practice. Students struggle to conceptualize the use of EBP into actual clinical practice despite the development of EBP competencies. Aims This study explored perceptions of EBP education and competence in baccalaureate students using Melnyk's ( Worldviews on Evidence‐Based Nursing , 11, 2014 and 5) EBP competencies for practicing registered nurses as a basis for comparison. Methods The researchers used a sequential, mixed‐methods design. A survey was developed to assess information sources and patterns of use, and semistructured interviews explored factors affecting students’ understanding of EBP and information‐seeking behaviors in the clinical setting. Findings There were 118 participants in the survey and 12 in follow‐up interviews. A major theme was that participants had difficulties distinguishing between EBP and research. Students were able to identify experiences that fostered attainment of basic EBP competencies, such as searching for evidence, but were less able to describe higher‐order activities such as integrating evidence to plan EBP changes or disseminating best practices. Linking Evidence to Action Clinical learning environments are an ideal place to apply and see EBP in action, but nurse educators cannot assume students arrive ready to apply EBP knowledge and skills to clinical practice. Nurse educators need evidence‐based tools to assess student EBP competence across a variety of settings. Research examining the generalizability of the EBP competencies in varying curricular models as well as didactic and clinical settings is needed.
机译：摘要背景技术基于证据实践（EBP）是护理教育的核心支柱和临床实践中的期望。尽管EBP能力发展，但学生们努力将EBP的使用概念化为实际的临床实践。目的这项研究探讨了使用Melnyk的Baccalaureate学生的EBP教育和能力的看法（WorldView上的基于证据的护理，11,1204和5）EBP能力，用于练习登记护士作为比较的基础。方法研究人员使用顺序，混合方法设计。开发了一项调查，以评估信息来源和使用模式，以及探讨了影响学生对临床环境中的学生对EBP和信息寻求行为的影响的因素。调查结果在调查中有118名参与者，后续采访中有12名参与者。一个主要的主题是，参与者在EBP和研究之间有困难。学生能够确定促进基本EBP能力的经验，例如寻找证据，但不能描述更高阶的活动，例如整合证据计划EBP更改或传播最佳实践。将证据联系起来的行动临床学习环境是一个理想的申请地点，看看EBP的行动，但护士教育者不能认为学生准备将EBP知识和技能申请临床实践。护士教育工作者需要基于证据的工具来评估各种环境的学生EBP能力。需要研究各种课外模型以及教学和临床环境的互联网竞争的普遍性。

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