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Nursing Education 2018 Journal of Nursing and Health Studies
ISSN: 2574-2825 Page 66
April 23-25, 2018
Rome, Italy
27th Edition of World Congress on
Nursing Education &
Research
The effect of an evidence-based practice (EBP) module on the EBP
beliefs and EBP implementation of undergraduate nursing students
J Nurs Health Stud 2018, Volume 3
DOI: 10.21767/2574-2825-C1-003
Content: Evidence based practice is utilization of most recent
research together with clinical expertisewhile adhering to patients
preference. EBP must be incorporated into the curriculum of
undergraduate nursing students. The fostering of research review
skills from an early age is essential to empower nurses to apply
the newest research in practice.
Aim: Theaimof this studywas toeducatefinal year undergraduate
nursing students in EBP and give them the skills to implement
EBP in practice.
Objectives: The objectives of the study were to: evaluate the EBP
modules effect on the beliefs of undergraduate nursing students
regarding EBP and to evaluate the EBP module’s effect on the
implementation of EBP by undergraduate nursing students.
Methodology: A quantitative quasi-experimental non-equivalent
group design was used. Census sampling used all final year
nursing students for two consecutive years. The EBP beliefs
scale and the EBP implementations scales were used in the pre
and post-test of students before and after the facilitation of the
EBP module.
Results: Using the software package SPSS for Windows an
overall measure of the impact of the EBPmodule was determined
by counting the frequencies in which the post score was greater
than the pre-score. This indicated a highly significant difference
between 9.21 for the intervention group and 5.37 for the control
group. Results depicted as grafts for individual questions
answered by students.
Discussion: EBP in the curriculum will prepare students to know
and implement the process of EBP. EBP would positively affect
patient outcomes. The module embedded in EBP showed a
positive impact regarding undergraduate nursing students EBP
beliefs and implementation skills
Barbara Yolinda Uys
Sefako Makgatho Health Sciences University, South Africa