Assessing Evidence-Based Practice Shifts Among Doctor of Nursing Education Students.

IF 3 3区医学 Q1 NURSING

Nurse Educator Pub Date : 2025-10-16 DOI:10.1097/NNE.0000000000002017

Tara O'Brien, Devyn Brown, Tara Spalla King

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Abstract

Background: Nurse educators are critical in advancing evidence-based practice (EBP) in academic and clinical settings. However, limited research exists on how doctoral education influences their EBP beliefs and implementation behaviors.

Purpose: This study evaluated changes in EBP beliefs and implementation among Doctor of Nursing Education (DNE) students over time.

Methods: Using a pre/post single-group design, surveys were administered during the first-year EBP course and again during the second-year Capstone course. Instruments included the EBP Beliefs and EBP Implementation Scales for Educators.

Results: Thirteen DNE students participated; 11 completed both surveys. Belief scores significantly improved (M 83.5-97.5; P = .004; g = 1.6), as did implementation scores (M 17.5-42.4; P = .004; g = 1.7).

Conclusions: The findings of this study suggest that the DNE curriculum effectively strengthens educators' EBP beliefs and implementation. The longitudinal assessment demonstrated meaningful gains in applying evidence-based teaching strategies.

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护理学博士学生循证实践转变评估。

背景：护理教育者在学术和临床环境中推进循证实践（EBP）至关重要。然而，关于博士教育如何影响其EBP信念和实施行为的研究却很少。目的：本研究评估护理教育博士（DNE）学生的EBP信念和实施随时间的变化。方法：采用前/后单组设计，在第一年的EBP课程和第二年的顶点课程期间进行调查。工具包括教育工作者EBP信念和EBP实施量表。结果：13名DNE学生参与；11人完成了两项调查。信念得分显著提高（M 83.5-97.5; P = 0.004; g = 1.6），执行得分也显著提高（M 17.5-42.4; P = 0.004; g = 1.7）。结论：本研究发现DNE课程能有效强化教育工作者的EBP信念和实施。纵向评估表明，在应用循证教学策略方面取得了有意义的成果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Educator 医学-护理

CiteScore

2.60

自引率

7.70%

发文量

300

审稿时长

>12 weeks

期刊介绍： Nurse Educator, a scholarly, peer reviewed journal for faculty and administrators in schools of nursing and nurse educators in other settings, provides practical information and research related to nursing education. Topics include program, curriculum, course, and faculty development; teaching and learning in nursing; technology in nursing education; simulation; clinical teaching and evaluation; testing and measurement; trends and issues; and research in nursing education.