Measuring Undergraduate Nursing Student's Evidence-Based Practice Knowledge and Confidence

Date of Award

3-2016

Degree Type

Dissertation

Degree Name

Doctor of Nursing Practice (DNP)

Department

Nursing

First Chairperson

Kerry Milner, DNSc

Committee Member

Pennie Sessler Branden, Ph.D.

Committee Member

Darrell Spurlock, Ph.D.

Abstract

Background: The knowledge and confidence that nursing students gain in their educational training can influence future engagement in evidence-based practice (EBP) as practicing nurses. Although baccalaureate-nursing programs have adopted the American Association of Colleges in Nursing (AACN) Essentials for Baccalaureate Education for Professional Nursing Practice and the Quality and Safety Education in Nursing (QSEN) EBP competencies, measures for evaluating these competencies are lacking. Moreover, National Council Licensure Examination (NCLEX) does not test EBP knowledge even though it is a required competency for practicing nurses. Thus, nursing schools need to use their own metrics to assess students' EBP competencies and use this information to make curricular decisions. Objective: To determine undergraduate nursing students (UGNS) change in EBP knowledge and confidence in EBP after completion of an EBP course. Additionally to determine if there is an association between EBP knowledge and confidence in EBP.

Comments

A practice dissertation presented to the faculty of the College of Nursing, Sacred Heart University in partial fulfillment of the requirements for the degree of Doctor of Nursing Practice.

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