The Effects of an Intensive Evidence-Based Practice Educational and Skills Building Program on EBP Competency and Attributes

• Published in: Worldviews on evidence-based nursing Vol. 17; no. 1; p. 71
• Main Authors: Gallagher-Ford, Lynn, Koshy Thomas, Bindu, Connor, Linda, Sinnott, Loraine T, Melnyk, Bernadette Mazurek
• Format: Journal Article
• Language: English
• Published: United States 01.02.2020
• Subjects: Adult; Clinical Competence - standards; Clinical Competence - statistics & numerical data; Evidence-Based Practice - methods; Evidence-Based Practice - standards; Evidence-Based Practice - statistics & numerical data; Female; Humans; Internet; Longitudinal Studies; Male; Middle Aged; Staff Development - methods; Staff Development - standards; Staff Development - statistics & numerical data; Surveys and Questionnaires; skills; competence; evidence-based practice; attitudes; implementation; attributes; beliefs; knowledge
• ISSN: 1741-6787
• DOI: 10.1111/wvn.12397

Evidence-based practice (EBP) is a systematic problem-solving approach to the delivery of health care that improves quality and population health outcomes as well as reduces costs and empowers clinicians to fully engage in their role, otherwise known as the quadruple aim in health care. The Helene Fuld Health Trust National Institute for Evidence-based Practice in Nursing and Healthcare at The Ohio State University College of Nursing has been offering 5-day EBP immersion programs since 2012. The goal of the program is for the participants to acquire EBP competence (e.g., knowledge, skills, and attitude) and sustain it over time. The purpose of this study was to evaluate the effects of the 5-day EBP immersion (i.e., an education and skills building program) on EBP attributes and competence over time. A longitudinal pre-experimental study was conducted that gathered data with an anonymous online survey from 400 program attendees who attended 16 5-day immersions between September 2014 and May 2016. Participants completed five valid and reliable instruments at four points over 12 months, including EBP beliefs, implementation, competency, knowledge, and perception of organizational readiness and culture. Findings indicated statistically significant improvements in EBP attributes and competency over time. The results of this study support the hypotheses that EBP competency and attributes can be significantly improved and sustained by attending an intensive 5-day EBP educational and skills building program such as the one described in this study. This study can help leaders and organizations to mitigate many of the traditional barriers to EBP. The results of this study indicate that EBP attributes and competencies can be improved and sustained by attending an intensive 5-day EBP immersion, regardless of clinicians' prior educational preparation.