To prepare nursing students for evidence-based practice (EBP), it is essential to evaluate the exposure effects of courses and pedagogy on EBP knowledge development. Secondary analysis of cross-sectional, descriptive, correlational study data focused on identifying relationships between completion of undergraduate research and statistics courses and EBP knowledge of baccalaureate nursing students. There were statistically significant differences in EBP knowledge scores when comparing subjects recently exposed versus unexposed to statistical coursework. Research course exposure effects were nonsignificant. Further study of exposure effects is needed to clarify the role of research and statistical coursework in developing EBP knowledge.
About the Authors Amy Hagedorn Wonder, PhD, RN, is an assistant professor, Indiana University School of Nursing, Bloomington. Darrell R. Spurlock, Jr., PhD, RN, NEA-BC, ANEF, is an associate professor, Widener University School of Nursing, Chester, Pennsylvania. Pamela M. Ironside, PhD, RN, FAAN, ANEF, is retired. For more information, contact Dr. Wonder at email@example.com.
The authors declare no conflict of interest.
Corresponding author: Amy Hagedorn Wonder, PhD, RN, Indiana University School of Nursing, Bloomington, IN (email: firstname.lastname@example.org).