A Multicountry Study on Nursing Students' Self-Perceived Competence and Barriers to Evidence-Based Practice.

Autor: Labrague LJ; Sultan Qaboos University, Muscat, Oman., McEnroe-Petitte D; Kent State University, Kent, OH, USA., D'Souza MS; Sultan Qaboos University, Muscat, Oman., Cecily HSJ; Majmaah University, Al Majma'ah, Saudi Arabia., Fronda DC; Sultan Qaboos University, Muscat, Oman., Edet OB; Calabar University, Calabar, Nigeria., Ibebuike JE; Imo State University, Owerri, Nigeria., Venkatesan L; Apollo College of Nursing, Chennai, India., Almazan JU; Majmaah University, Al Majma'ah, Saudi Arabia., Al Amri M; Majmaah University, Al Majma'ah, Saudi Arabia., Mirafuentes EC; Sultan Qaboos University, Muscat, Oman., Cayaban ARR; Sultan Qaboos University, Muscat, Oman., Al Yahyaei A; Sultan Qaboos University, Muscat, Oman., Bin Jumah JA; King Saud University, Riyadh, Saudi Arabia.
Jazyk: angličtina
Zdroj: Worldviews on evidence-based nursing [Worldviews Evid Based Nurs] 2019 Jun; Vol. 16 (3), pp. 236-246. Date of Electronic Publication: 2019 Apr 25.
DOI: 10.1111/wvn.12364
Abstrakt: Background: Nursing education and training are essential in the attainment of evidence-based practice (EBP) competence in nursing students. Although there is a growing literature on EBP among nursing students, most of these studies are confined to a single cultural group. Thus, cross-cultural studies may provide shared global perspectives and theoretical understandings for the advancement of knowledge in this critical area.
Aims: This study compared self-perceived EBP competence among nursing students in four selected countries (India, Saudi Arabia, Nigeria, and Oman) as well as perceived barriers to EBP adoption.
Methods: A descriptive, cross-sectional, and comparative survey of 1,383 nursing students from India, Saudi Arabia, Nigeria, and Oman participated in the study. The Evidence-Based Practice Questionnaire (EBP-COQ) and the BARRIERS scale were used to collect data during the months of January 2016 to August 2017.
Results: Cross-country comparisons revealed significant differences in EBP competence (F = 24.437, p < .001), knowledge (F = 3.621, p = .013), skills (F = 9.527, p < .001), and attitudes (F = 74.412, p < .001) among nursing students. Three variables including nursing students' gender (β = .301, p < .001), type of institution, (β = -0.339, p = .001), and type of nursing student (β = .321, p < .001) were associated with EBP competence. Barriers to EBP adoption included having no authority to change patient care policies (M = 1.65, SD = 1.05), slow publication of evidence (M = 1.59, SD = 1.01), and paucity of time in the clinical area to implement the evidence (M = 1.59, SD = 1.05).
Linking Evidence to Action: Both academe and hospital administration can play a pivotal role in the successful acquisition of EBP competence in nursing students.
(© 2019 Sigma Theta Tau International.)
Databáze: MEDLINE
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