Mixed method research investigating evidence-based practice self-efficacy, course needs, barriers, and facilitators: From the academic faculty and clinical nurse preceptors

Euigeum Oh, You Lee Yang, Jae Yong Yoo, Ji Yun Lim, Ji Hyun Sung

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Purpose: The current challenges faced by nurses in providing high quality and evidence-based practice (EBP) supported care require profound changes in nursing education. To understand the changes needed to strengthen EBP education, the researchers examined EBP self-efficacy, course needs, barriers, and facilitators for academic faculty and clinical nurse preceptors to teach EBP in undergraduate nursing curricula. Methods: For this study, mixed-method approach was used with survey data collected from 73 academic faculty members from 54 universities. Further, 17 clinical nurse preceptors in three academic hospitals provided qualitative data for exploration of barriers and facilitators to teaching EBP. Data analysis used SPSS/WIN 21.0 and content analysis. Results: Quantitative data showed that although the overall level of self-efficacy among faculty was moderate, the implementation levels were relatively low. Most faculty members agreed with the need to integrate EBP courses into undergraduate nursing curricula. The qualitative data showed that the barriers to teaching EBP were lack of knowledge, skill, and initial investment for teaching EBP; hierarchical, rules-ori-ented nursing culture; potential learner overloads in processing EBP; limited research dissemination and application. Facilitators were identified as the importance of EBP to the profession of nursing; collaboration in schools and hospitals; and continuing education in teaching/utilizing EBP. Conclusion: The findings indicate that for successful integration of EBP in nursing education there is a need for faculty training and integrated EBP courses.

Original languageEnglish
Pages (from-to)501-513
Number of pages13
JournalJournal of Korean Academy of Nursing
Volume46
Issue number4
DOIs
Publication statusPublished - 2016 Aug 1

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Evidence-Based Practice
Self Efficacy
Nurses
Research
Teaching
Nursing
Nursing Education
Curriculum
Continuing Education

All Science Journal Classification (ASJC) codes

  • Nursing(all)

Cite this

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abstract = "Purpose: The current challenges faced by nurses in providing high quality and evidence-based practice (EBP) supported care require profound changes in nursing education. To understand the changes needed to strengthen EBP education, the researchers examined EBP self-efficacy, course needs, barriers, and facilitators for academic faculty and clinical nurse preceptors to teach EBP in undergraduate nursing curricula. Methods: For this study, mixed-method approach was used with survey data collected from 73 academic faculty members from 54 universities. Further, 17 clinical nurse preceptors in three academic hospitals provided qualitative data for exploration of barriers and facilitators to teaching EBP. Data analysis used SPSS/WIN 21.0 and content analysis. Results: Quantitative data showed that although the overall level of self-efficacy among faculty was moderate, the implementation levels were relatively low. Most faculty members agreed with the need to integrate EBP courses into undergraduate nursing curricula. The qualitative data showed that the barriers to teaching EBP were lack of knowledge, skill, and initial investment for teaching EBP; hierarchical, rules-ori-ented nursing culture; potential learner overloads in processing EBP; limited research dissemination and application. Facilitators were identified as the importance of EBP to the profession of nursing; collaboration in schools and hospitals; and continuing education in teaching/utilizing EBP. Conclusion: The findings indicate that for successful integration of EBP in nursing education there is a need for faculty training and integrated EBP courses.",
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Mixed method research investigating evidence-based practice self-efficacy, course needs, barriers, and facilitators : From the academic faculty and clinical nurse preceptors. / Oh, Euigeum; Yang, You Lee; Yoo, Jae Yong; Lim, Ji Yun; Sung, Ji Hyun.

In: Journal of Korean Academy of Nursing, Vol. 46, No. 4, 01.08.2016, p. 501-513.

Research output: Contribution to journalArticle

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