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Evidence‐Based Practice Competence in Nursing Students Preparing to Transition to Practice
Author(s) -
Lam Christina K.,
Schubert Carolyn F.,
Herron Elizabeth K.
Publication year - 2020
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.12479
Subject(s) - coursework , preceptor , competence (human resources) , curriculum , nursing , medical education , nurse education , psychology , evidence based practice , clinical practice , medicine , pedagogy , alternative medicine , pathology , social psychology
Background Opportunities to embed and evaluate evidence‐based practice (EBP) competency in the clinical setting across nursing curricula are not well described in the literature. Aims This research aims to describe how clinical learning environments influence senior nursing students’ integration of EBP competencies in their practice and perceptions of EBP competence development in a traditional baccalaureate nursing program. Methods A sequential, mixed‐methods design was used with senior students upon completion of their last two clinical experiences in the nursing program. Students completed the EBP Work Environment Scale (Pryse, McDaniel, & Schafer, 2014) and semi‐structured interviews. Findings Students appraised EBP Work Environments positively during preceptor‐led experiences as opposed to instructor‐led, group clinical experiences. Students described the evolution of emerging EBP competence throughout their nursing education and emphasized the importance of coursework in intentionally developing EBP competence. Linking Evidence to Action Assessment of clinical experiences and models that contribute to EBP competence is needed. Participants in this study emphasized the importance of coursework that builds on EBP competencies, and the tremendous value of nurse preceptors that encouraged growth in their ability to engage with EBP in clinical practice.