Learning evidence-based practice by writing the bachelor's thesis - A prospective cohort study in undergraduate nursing education.

Autor: Karlsholm G; Department of Public Health and Nursing, Norwegian University of Science and Technology, Postboks 8905, 7491 Trondheim, Norway. Electronic address: guro.karlsholm@ntnu.no., Strand LB; Department of Public Health and Nursing, Norwegian University of Science and Technology, Postboks 8905, 7491 Trondheim, Norway. Electronic address: linn.b.strand@ntnu.no., André B; Department of Public Health and Nursing, Norwegian University of Science and Technology, Postboks 8905, 7491 Trondheim, Norway. Electronic address: beate.andre@ntnu.no., Grønning K; Department of Public Health and Nursing, Norwegian University of Science and Technology, Postboks 8905, 7491 Trondheim, Norway; Department of Research, Nord-Trøndelag Hospital Trust, Postboks 333, 7601 Levanger, Norway. Electronic address: kjersti.gronning@ntnu.no.
Jazyk: angličtina
Zdroj: Nurse education today [Nurse Educ Today] 2024 Aug; Vol. 139, pp. 106239. Date of Electronic Publication: 2024 May 08.
DOI: 10.1016/j.nedt.2024.106239
Abstrakt: Background: Evidence-based practice has been the desirable healthcare standard for decades. To ensure evidence-based healthcare in the future, nursing education curricula must include strategies for teaching evidence-based practice to nursing students. Learning outcomes about evidence-based practice might be incorporated into courses like the bachelor's thesis.
Aim: This study investigates whether writing a bachelor's thesis influences nursing students' practice, skills, and attitudes towards evidence-based practice, and explores whether there are differences between students writing the thesis as a literature study and students conducting empirical studies.
Design: This Nationwide Prospective Cohort Study collects data on students' practice, skills, and attitudes towards evidence-based practice through the Student Evidence-Based Practice Questionnaire and two questions from the Norwegian version of the Evidence-Based Practice profile questionnaire.
Participants: The sample consists of 314 nursing students writing their bachelor's thesis in the last term of their nursing education. The responding students represent all institutions of higher education in Norway.
Methods: Paired t-tests were used to examine changes in the subscales practice, retrieving/reviewing, sharing/applying, attitudes and total scale for the Student Evidence-Based Practice Questionnaire from before they started to submission of the bachelor's thesis. Linear multiple regression analyses were conducted to explore differences between students writing a literature study and students conducting empirical studies.
Results: The analysis showed that the nursing students significantly increased in the three subscales practice, retrieving/reviewing, and sharing/applying, in addition to the total scale for the questionnaire, while writing the bachelor's thesis. Further, the analysis showed no difference on the scales between the groups of students writing a literature study or conducting an empirical study.
Conclusions: The results indicate that writing the bachelor's thesis leads to increased learning about evidence-based practice and does not depend on the kind of thesis the students write.
Competing Interests: Declaration of competing interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Guro Karlsholm reports financial support was provided by Norwegian Nurses Association. Guro Karlsholm reports a relationship with Norwegian Nurses Association that includes: funding grants. Kjersti Gronning reports a relationship with Norwegian Nurses Association that includes: board membership. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
(Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)
Databáze: MEDLINE
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