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Effect of an Educational Intervention on Attitudes Toward and Implementation of Evidence-Based Practice

Authors

  • Gayle Varnell RN, PhD, CPNP-PC,

    1. Gayle Varnell, Associate Professor, Assistant Dean for Advanced Practice, Barbara Haas, Associate Professor, Director of Doctoral Program, Gloria Duke, Associate Professor, Associate Dean for Research, Kathy Hudson, Senior Lecturer, The University of Texas at Tyler, Tyler, Texas.
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  • Barbara Haas RN, PhD,

    1. Gayle Varnell, Associate Professor, Assistant Dean for Advanced Practice, Barbara Haas, Associate Professor, Director of Doctoral Program, Gloria Duke, Associate Professor, Associate Dean for Research, Kathy Hudson, Senior Lecturer, The University of Texas at Tyler, Tyler, Texas.
    Search for more papers by this author
  • Gloria Duke RN, PhD,

    1. Gayle Varnell, Associate Professor, Assistant Dean for Advanced Practice, Barbara Haas, Associate Professor, Director of Doctoral Program, Gloria Duke, Associate Professor, Associate Dean for Research, Kathy Hudson, Senior Lecturer, The University of Texas at Tyler, Tyler, Texas.
    Search for more papers by this author
  • Kathy Hudson RN, MSN, MBA

    1. Gayle Varnell, Associate Professor, Assistant Dean for Advanced Practice, Barbara Haas, Associate Professor, Director of Doctoral Program, Gloria Duke, Associate Professor, Associate Dean for Research, Kathy Hudson, Senior Lecturer, The University of Texas at Tyler, Tyler, Texas.
    Search for more papers by this author

Address correspondence to Gayle Varnell, The University of Texas at Tyler, 3900 University Blvd., Tyler, TX 75799; gvarnell@uttyler.edu

ABSTRACT

Purpose: Transitioning to an evidence-based practice (EBP) environment is a new and often overwhelming challenge for many organisations. The most effective strategies to implement EBP have yet to be determined. In this study an accelerated development EBP program, which was administered to nurses from five hospitals was evaluated. At each hospital, nurses were selected as an “EBP champion” whose role would be to help facilitate the transition within that organisation.

Aims: The purpose of this study was to evaluate the effectiveness of an accelerated educational program on the attitudes toward and implementation of EBP among nurses employed in acute-care facilities.

Methods: Forty-nine nurses from five acute-care facilities participated in an 8-week program to develop into EBP champions. Participants attended a 2-hour class each week conducted by four faculty members of a local university. Pre- and post-test mean scores of the EBP barriers (EBPB) and EBP implementation (EBPI) scales were compared using paired t tests to determine the effect of the accelerated development program.

Results: Respondents reported higher scores on both the beliefs and implementation scales at the end of the program. Paired t tests indicated a significant difference in means for both the EBPB (p < .01) and EBPI (p < .01).

Conclusions: Nurses who attend an accelerated educational program have the potential to significantly improve beliefs and attitudes about EBP. Administrative support and collaboration between academia and service are essential for successful intervention.

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