Doctor of Philosophy in Nursing
First Committee Member
Cheryl Bowels, Chair
Second Committee Member
Third Committee Member
Graduate Faculty Representative
Number of Pages
Emphasis on evidence-based practice (EBP) in healthcare delivery increased the expectation that nurses utilize research findings to make informed clinical decisions, and guide their nursing actions and interactions with clients in a constantly changing and increasingly complex healthcare environment. Increasing demand for patient safety and quality healthcare requires that translation of best possible evidence into practice is needed to ensure improved patient outcomes. Nursing education is responsible for preparing and providing society with knowledgeable and competent nurses who are ready to engage in EBP for improved patient outcomes.
The purpose of this non-experimental, descriptive, correlational, cross-sectional study was to describe and explore graduating BSN students' self-reported EBP knowledge, EBP readiness, and EBP implementation. It also sought to explore the relationship that exists between EBP knowledge, readiness and implementation. The construct of knowledge translation (KT) provided an organizing framework for this study. Graham et al.'s Knowledge-to-Action (KTA) Process Conceptual Framework was adapted for this study.
The data collection methods and procedure consisted of survey type, self-report questionnaires administered via an electronic format through Survey Tracker. Stevens' Academic Center for Evidence-Based Practice Evidence-Based Practice Readiness Inventory (ACE-ERI) measured EBP knowledge and readiness and the Evidence-Based Practice Implementation (EBPI) Scale by Melnyk and Fineout-Overholt was used to measure the extent of EBP implementation. Data was collected on a convenience sample of 174 part-time and full-time nursing students enrolled in the final semester for summer and fall 2010 in 24 National League for Nursing Accreditation Commission (NLNAC) and Commission on Collegiate Nursing Education (CCNE) accredited regular and accelerated BSN programs in Arizona, California, Nevada, and Utah.
Both uni-variate and bi-variate statistical analyses were used for data analysis. Pearson Product Moment Correlation Coefficient, chi-square for independence, and multiple linear regression was performed. Additional statistical analyses to compare mean scores using the independent t -test and one-way analysis of variance (ANOVA) procedure were also performed.
The results of this study found that graduating BSN students have beginning EBP knowledge. The respondents seem to engage in behaviors reflective of research utilization (RU) versus EBP. Clarification on how EBP is different from RU is needed. The graduating BSN students in this study reported an above average self-confidence in their EBP competencies. However, their engagement in EBP implementation behaviors is low. Refinement of EBP knowledge and skills in undergraduate nursing education is needed to assist in the acceleration of research knowledge translation to implementation in order to improve patient outcomes.
Evidence-based nursing; Nursing -- Decision making; Nursing – Practice -- Study and teaching; Nursing – Research -- Methodology; Nursing -- Study and teaching (Higher)
Education | Nursing
Llasus, Ludy SM., "Graduating BSN students' EBP knowledge, EBP readiness and EBP implementation" (2011). UNLV Theses, Dissertations, Professional Papers, and Capstones. 1219.