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Evidence‐Based Practice Beliefs and Implementation in Doctor of Nursing Practice Students
Author(s) -
Singleton Joanne K.
Publication year - 2017
Publication title -
worldviews on evidence‐based nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.052
H-Index - 49
eISSN - 1741-6787
pISSN - 1545-102X
DOI - 10.1111/wvn.12228
Subject(s) - curriculum , medicine , clinical practice , repeated measures design , doctor of nursing practice , nurse education , nursing , medical education , psychology , pedagogy , mathematics , statistics
Background Doctors of Nursing Practice focus on leadership in evidence‐based practice (EBP). EBP is influenced by one's beliefs in and implementation of EBP. Little is known to date about the EBP beliefs and implementation of Doctor of Nursing Practice students and outcomes of Doctor of Nursing Practice education. Aims Guided by the Advancing Research and Clinical practice through close Collaboration (ARCC) Model, the Evidence‐Based Practice Beliefs (EBPB) and Implementation (EBPI) tools were used to assess the impact of EBP as a program pillar, curricular thread, and content area on EBPB and EBPI of Doctor of Nursing Practice‐Family Nurse Practitioner students. Methods Five cohorts who completed the same curriculum were studied. Fifty‐four of the 89 students across the five cohorts began and completed the study. Results Paired t‐ test for group effects showed statistical significance from pre‐ to post‐measure in students overall EBPB, t = 4.4 (52), p < .001, and EBPI, t = 8.4 (52), p < .001. A large effect size of .75 standard deviation ( SD ) gain above the mean for EBPB, and a very large effect size of 1 SD gain above the mean for EBPI were observed. Repeated measures ANOVA showed that all cohorts made gains across the curriculum. Effect sizes for EBPB ranged from .25 to 1 SD above the mean, and .75 to 1.5 for EBPI. Linking Evidence to Action DNP students who are educated to be EBP leaders must have a curriculum that supports them in the knowledge and skill‐set needed to translate evidence into practice. The ARCC Model can guide faculty in EBP curriculum development. EBPB and EBPI are valid and reliable measures to assess for gains across a curriculum. Through educational outcomes, educators can assess desired student outcomes for EBP across a curriculum and can build an evidence base for ongoing curriculum development.