Background: The concept of evidence-based practice is globally relevant in current healthcare climates. However,\nstudents and teachers struggle with integrating evidence based practice effectively into a curriculum. This has\nimplications for nurse education and in particular the way in which research is presented and delivered to students.\nA new undergraduate Evidence Based Practice module (Evidence Based Nursing 1) was developed in a large\nUniversity within the United Kingdom. It commenced in October 2014 running in year one of a 3 year\nundergraduate nursing programme. This study sought to formally evaluate attitudes and beliefs, knowledge level\nand utilization of evidence based practice though using two validated questionnaires: Evidence Based Practice\nBeliefs ScaleÃ?© and Evidence Based Practice Implementation ScaleÃ?©.\nMethod: This was a pilot study using quantitative pre and post-test design. Anonymised data was collected from Year\n1 undergraduate student nurses in the September 2014 intake (n = 311) at two time points. Time 1: pre-module in\nSeptember 2014; and Time 2: post ââ?¬â??module in August 2015. All data was collected via Survey Monkey.\nResults: Results demonstrate that the educational initiative positively impacted on both the beliefs and implementation\nof evidence based practice. Analysis highlighted statistically significant changes (p < 0.05) in both the Evidence Based\nPractice Beliefs Scale (7/16 categories) and the Evidence Based Practice Implementation Scale (13 / 18 categories).\nConclusions: The significance of integrating evidence based practice into undergraduate nurse education curriculum\ncannot be underestimated if evidence based practice and its positive impact of patient care are to be appreciated in\nhealthcare settings internationally.
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