Background
It is recognized that evidence-based practice (EBP) use promotes high-value health care, improves the patient experience and health outcomes, and reduces health care costs.1 2–4 5,6
Aims
To develop an EBP educational intervention designed for undergraduate nursing students . To explore the opinion of students who received the intervention.
Methods
An EBP educational intervention was developed, by two science synthesis researchers, for undergraduate nursing students according to the guideline for reporting evidence-based practice educational interventions and teaching checklist.7 nursing students and the feedback of participants was requested through an online questionnaire.
Results/Discussion
Eight experts analyzed the EBP educational program proposal. Overall, they considered that the program was well designed, but recommended some adjustments regarding the objectives as well as the addition of information regarding the target population. Moreover, due to specific learners’ needs and time constraints, it was not possible to include the objective concerning critical analysis. Therefore, the program was limited in terms of promotion of critical appraisal skills. Table 1 shows the final program. Sixteen undergraduate nursing students , who underwent the intervention, answered an online opinion questionnaire. Their feedback was very positive but recommended that the program should include more hours of mentorship.
Table 1: Evidence-based practice educational intervention designed according to the guideline for reporting evidence-based practice educational interventions and teaching checklist
7 Conclusion
According to the experts’ and students’ feedback, the EBP educational program seems to be an appropriate educational intervention to embed EBP in the undergraduate nursing curricula.
Acknowledgements
This short communication will contribute towards the D.C. PhD in Health Sciences - Nursing. The authors gratefully acknowledge the support of the UICISA: E, hosted by the ESEnfC and funded by the FCT. Furthermore, the authors gratefully acknowledge the expertise of Doctors Catarina Oliveira, Miloslav Klugar, Judith Carrier, Mary-Anne Ramis, Rui Pereira, Lucimare Ferraz, Cristina Vieira, Vitor Parola, and Adriana Coelho.
Conflict of interest
The authors report no conflicts of interest.
References
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