Teaching evidence-based practice to undergraduate healthcare students Educators' knowledge, skills, attitudes, current practice, perceived barriers, and facilitators: A Danish cross-sectional study

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Abstract

Background: Evidence-Based Practice is recognized as a standard practice and a core competence for clinical
healthcare professionals and therefore educators’ competences in teaching Evidence-Based Practice are essential.
Yet only little is known about the knowledge, skills, attitudes, and teaching practices around Evidence-Based
Practice among educators of Danish undergraduate healthcare students.
Objectives: The objectives of this study were to describe: 1) the Evidence-Based Practice profiles regarding attitudes, knowledge, skills, and teaching practices among educators who teach in undergraduate healthcare educations; 2) the current state of teaching Evidence-Based Practice in undergraduate program curricula; 3) the
perceived barriers and facilitators to teach Evidence-Based Practice; and 4) the educators` needs regarding
teaching Evidence-Based Practice.
Design, setting and participants: A cross-sectional survey using a self-administrated online questionnaire among 81
educators at University College South Denmark.
Methods: The survey covered 1) Demographic questions, 2) Educators Evidence-Based Practice profiles measured
by the Evidence-Based Practice Questionnaire for teachers, 3) perceived state of Evidence-Based Practice
teaching 4) perceived barriers and facilitators and 5) educators´needs for competence development regarding
teaching Evidence-Based Practice.
Results: The translated version of the Evidence-Based Practice Questionnaire showed that respondents had a
mean of 3,6 regarding practicing Evidence-Based Practice when asked to rank on a scale of 1–7 (higher score
indicating higher degree). The respondents showed positive attitudes towards Evidence-Based Practice and had a
high self-perception of their Evidence-Based Practice skills and knowledge, scoring an overall average value of 5
on these items. In open ended questions educators gave a variety of examples of their Evidence-Based Practice
teaching in terms of content, teaching methods and cooperation with clinical practice.
Conclusions: Educators report limitations to teaching Evidence-Based Practice; however, attitudes, knowledge
and skills were perceived generally high. Main facilitator was partnership with clinical practice and main barrier
was time lack.
OriginalsprogEngelsk
TidsskriftNurse Education Today
Vol/bind133
Udgave nummerFebruary
Antal sider8
ISSN0260-6917
DOI
StatusUdgivet - 2024

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