Evidence-based practice-focused interactive teaching strategy: a controlled study
Article first published online: 7 APR 2009
© 2009 The Authors. Journal compilation © 2009 Blackwell Publishing Ltd
Journal of Advanced Nursing
Volume 65, Issue 6, pages 1218–1227, June 2009
How to Cite
Kim, S. C., Brown, C. E., Fields, W. and Stichler, J. F. (2009), Evidence-based practice-focused interactive teaching strategy: a controlled study. Journal of Advanced Nursing, 65: 1218–1227. doi: 10.1111/j.1365-2648.2009.04975.x
- Issue published online: 22 APR 2009
- Article first published online: 7 APR 2009
- Accepted for publication 13 January 2009
- evidence-based practice;
Title. Evidence-based practice-focused interactive teaching strategy: a controlled study.
Aim. This paper is a report of a study to evaluate the effectiveness of the evidence-based practice (EBP)-focused interactive teaching (E-FIT) strategy.
Background. Although EBP is a mandatory competency for all healthcare professionals, little is known about the effectiveness of E-FIT in nursing.
Methods. A quasi-experimental, controlled, pre- and post-test study involving senior, 4th-year nursing students (N = 208) at two nursing schools in the USA was carried out from August 2007 to May 2008. The experimental group (n = 88) received the E-FIT strategy intervention and the control group (n = 120) received standard teaching. A Knowledge, Attitudes and Behaviors Questionnaire for Evidence-Based Practice was used to assess the effectiveness of the E-FIT strategy.
Results. Independent t-tests showed that the experimental group had statistically significant higher post-test Evidence-Based Practice Knowledge (mean difference = 0·25; P = 0·001) and Evidence-Based Practice Use (mean difference = 0·26; P = 0·015) subscale scores compared to the control group, but showed no statistically significant differences in Attitudes toward Evidence-Based Practice and Future Use of Evidence-Based Practice (mean difference = −0·12; P = 0·398 and mean difference = 0·13; P = 0·255 respectively). Hierarchical multiple regression analyses of the post-test data indicated that the intervention explained 7·6% and 5·1% of variance in Evidence-Based Practice Knowledge and Evidence-Based Practice Use respectively.
Conclusion. The EBP-focused interactive teaching strategy was effective in improving the knowledge and use of EBP among nursing students but not attitudes toward or future use of EBP.