The Reach, Transferability, and Impact of the Evidence-Based Practice Questionnaire: A Methodological and Narrative Literature Review

Authors

  • Dominic Upton PhD, FBPsS, C. Psychol,

    Corresponding author
    1. Professor of Health Psychology, Institute of Health and Society, University of Worcester, Worcester, UK
    • Address correspondence to Professor Dominic Upton, Institute of Health and Society, University of Worcester, Henwick Grove, Worcester, WR2 6AJ, UK; d.upton@worc.ac.uk

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  • Penney Upton PhD, AFBPsS, C. Psychol,

    1. Head of Psychological Sciences, Institute of Health and Society, University of Worcester, Worcester, UK
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  • Laura Scurlock-Evans PGD PRM, BSc (Hons), MBPsS

    1. Psychology Assistant, Psychological Sciences, Institute of Health and Society, University of Worcester, Worcester, UK
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ABSTRACT

Background

Since the 1990s, evidence-based practice (EBP) has been increasingly emphasized in nursing, but its implementation is still sometimes met with confusion and resistance. Therefore, identifying factors affecting its implementation is crucial. The Evidence-Based Practice Questionnaire (EBPQ) was published in 2006, addressing a need for a robust measure of nurses’ practice of, attitudes toward, and knowledge of EBP. The growing body of professionals using the questionnaire means that a review of its reach, transferability, and impact is timely.

Aims

The aims of this review were threefold: (a) identify the situations in which the EBPQ has been used in both published and unpublished research internationally (Reach); (b) collate the psychometric properties of the EBPQ from the research reviewed (Transferability); and (c) discuss the study's findings to shed new light on issues facing professionals in implementing EBP, and possible future directions for research (Impact).

Methods

Literature searches on studies reported between 2006 and July 2012 inclusive were conducted using the terms “Evidence-Based Practice Questionnaire” and “EBPQ.” Green, Johnson and Adams's guidelines for completing narrative literature reviews and Terwee et al.'s framework for reporting questionnaires’ psychometric properties were adopted to ensure rigor.

Findings

Twenty-seven studies were reviewed in which the EBPQ had been translated into five different languages and used with a variety of professional groups. The questionnaire demonstrated convergent and discriminant validity and good internal reliability. Research adopting the questionnaire identified a range of variables related to EBP implementation, including qualification route and job role.

Linking Evidence to Action

Assessment of organizational culture and workforce training needs prior to developing educational interventions is crucial. The EBPQ has the potential to provide further understanding of these and other issues faced by professionals when implementing EBP.

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