This study evaluated the effect of an educational intervention on improving evidence-based nursing practice (EBP) skills of practicing nurses. In addition, the effects of educational preparation and years of nursing experienced were examined. Using a quasi-experimental pretest-posttest design, the Evidence Based Practice Questionnaire (EBPQ) was administered to a convenience sample of registered nurses from a large regional hospital. The experimental group completed an online EBP educational intervention, the first control group completed an alternate unrelated educational intervention, and the second control group was not provided any type of educational intervention. No significant differences were noted in EBPQ subscale scores of practice, attitude, or knowledge/skills from pre- to posttest for any of the three groups. In addition, no statistical difference in EBPQ subscale scores in regards to educational preparation or years of experience were noted. While use of computer based learning modules are cost efficient and offer several benefits when educating such a diverse population as healthcare professionals, this study demonstrated that use of an online independent learning module as the only strategy may not necessarily be the most effective method for teaching EBP knowledge and skills to practicing nurses.


Medicine and Health Sciences | Nursing

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