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Oh, Yang, Yoo, Lim, and Sung: Mixed Method Research Investigating Evidence-Based Practice Self-efficacy, Course Needs, Barriers, and Facilitators: From the Academic Faculty and Clinical Nurse Preceptors
Original Article

Journal of Korean Academy of Nursing 2016; 46(4): 501-513.

Published online: 31 August 2016

DOI: https://doi.org/10.4040/jkan.2016.46.4.501

Mixed Method Research Investigating Evidence-Based Practice Self-efficacy, Course Needs, Barriers, and Facilitators: From the Academic Faculty and Clinical Nurse Preceptors

Eui Geum Oh1, You Lee Yang2, Jae Yong Yoo3, Ji Yun Lim4, Ji Hyun Sung1

1College of Nursing, Mo-Im Kim Nursing Research Institute, Yonsei University, Seoul, Korea.

2College of Nursing, Graduate School, Yonsei University, Seoul, Korea.

3Department of Nursing Science, College of Medicine, Chosun University, Gwangju, Korea.

4Department of Nursing, Severance Hospital, Seoul, Korea.

Address reprint requests to : Sung, Ji Hyun. College of Nursing, Mo-Im Kim Nursing Research Institute,Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul 03722, Korea. Tel: +82-2-2227-7975, Fax: +82-2-392-5440, joyrnsjh@gmail.com

Received 13 January 2016       Revised 3 May 2016       Accepted 6 May 2016

© 2016 Korean Society of Nursing Science

(open-access):

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0/) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

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-oriented 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 ni nursing education there is a need for faculty training and integrated EBP courses.

Keywords: Evidence based practice, Nursing faculties, Self-efficacy, Curiculum

Figures and Tables

Table 1

General Characteristics of the Participants for Descriptive Survey (N=73)

jkan-46-501-i001

*Nonresponses were excluded; EBP=Evidence–based practice.

Table 2

General Characteristics of the Participants for Focus Group Interview (N=17)

jkan-46-501-i002

EBP=Evidence–based practice.

Table 3

Level of Self–efficacy in EBP (N=73)

jkan-46-501-i003

EBP=Evidence–based practice.

Table 4

Difference in Self–efficacy in EBP according to General Characteristics of Participants

jkan-46-501-i004

*Nonresponses were excluded; EBP=Evidence–based practice.

Table 5

Needs for EBP Course (N=73)

jkan-46-501-i005

*Multiple choice item; EBP=Evidence–based practice.

Notes

This research was supported by the Basic Science Research Program through the National Research Foundation of Korea (NRF) funded by the Ministry of Science, ICT & Future Planning (2013R1A1A3009060).

CONFLICTS OF INTEREST The authors declared no conflict of interest.

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