Effectiveness of an Evidence-Based Practice Educational Intervention among School Nurses
| Autor: | Pei-Lin Hsieh, Sue-Hsien Chen |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Research design
Health Knowledge Attitudes Practice Evidence-based practice Health Toxicology and Mutagenesis education Taiwan evidence-based practice lcsh:Medicine school nurse Flipped classroom Article School nursing 03 medical and health sciences School nurse 0302 clinical medicine Surveys and Questionnaires Intervention (counseling) School Nursing Humans Learning flipped classroom 030212 general & internal medicine Curriculum Medical education 030504 nursing lcsh:R Public Health Environmental and Occupational Health mobile learning technology Evidence-Based Nursing Self Efficacy 0305 other medical science Psychology Training program |
| Zdroj: | International Journal of Environmental Research and Public Health Volume 17 Issue 11 International Journal of Environmental Research and Public Health, Vol 17, Iss 4063, p 4063 (2020) |
| ISSN: | 1660-4601 |
| DOI: | 10.3390/ijerph17114063 |
| Popis: | The evidence-based practice (EBP) approach to high-quality care is designed to improve patient outcomes. However, little research has been conducted to determine how EBP is adopted and implemented among school nurses in Taiwan. This study evaluated an EBP training program implemented among school nurses in Taiwan to determine whether and how effectively it improved their knowledge levels, attitudes, skills, and self-efficacy. A pretest-posttest research design was employed. Participants were recruited via convenience sampling from among 193 primary schools throughout Tao-Yuan and New Taipei City in Taiwan. The EBP program implemented both mobile learning technology and the flipped classroom format. The learning outcomes were evaluated before, immediately after, and at a 3-month follow-up. In this regard, the data were collected using the School Nurse Evidence-Based Practice Questionnaire. The results showed that the participant scores for the items of knowledge and self-efficacy significantly increased over the study period. Somewhat differently, scores for the skill items significantly increased from the pre-test to the immediate post-test, but significantly decreased from the immediate post-test to the final follow-up. Overall, however, the EBP program led to marked improvements in knowledge, skills, and self-efficacy. These findings can help guide the development of a creative evidence-based school nursing curriculum. |
| Databáze: | OpenAIRE |
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