Effect of Teaching Method, Educational Level, or Years of Experience on Evidence-Based Practice Implementation by RNs
Date of Conferral
10-31-2023
Degree
Ph.D.
School
Nursing
Advisor
Leslie Hussey
Abstract
Evidence-based practice (EBP) is an approach to nursing practice using research evidence for clinical decisions, incorporating patient preferences and previous clinical experience. EBP integrates technical skills and professional knowledge with clinical research to plan and provide nursing care. A fundamental role of nursing education is to enable the nurse to comprehend and implement EBP. The purpose of my study, guided by Benner’s novice to expert theory, was to determine if EBP teaching strategies, nursing education level, and years in nursing practice affect the RN’s ability to implement EBP. Study participants were recruited among the RN population in Florida and Ohio with 235 RNs participating. Using analysis of variance, results indicated that the various teaching methods had no significant effect on the RNs’ EBP implementation behaviors (p = .534), whereas there were significant differences in the effects of academic level (p = .001, ŋ2 = .074) and years of nursing experience (p = .006, ŋ2 = .060). Higher academic levels demonstrated increased EBP implementation behaviors as did greater number of years of experience. However, the overall mean EBP Implementation Scale (EBPI) score for all factors remained low at 26.68. Future research should focus on discovering additional factors which affect the implementation of EBP in nursing practice. It is important to strengthen nurses’ EBP skills and increase the practicality of EBP in the clinical setting to improve and maintain quality nursing care which effects positive social change.
Recommended Citation
Truett, Rebecca Welborn, "Effect of Teaching Method, Educational Level, or Years of Experience on Evidence-Based Practice Implementation by RNs" (2023). Walden Dissertations and Doctoral Studies. 15036.
https://scholarworks.waldenu.edu/dissertations/15036
