WORLD JOURNAL OF ADVANCE
HEALTHCARE RESEARCH

( An ISO 9001:2015 Certified International Journal )

An International Peer Review Journal for Medical Science and Pharma Professionals

An Official Publication of Society for Advance Healthcare Research (Reg. No. : 01/01/01/31674/16)

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ISSN 2457-0400

Impact Factor  :  6.711

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    Venue:FCT Education Resource Center, Abuja- Nigeria                                        September 22-24, 2019

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    6th INTERNATIONAL CONFERENCE ON EDUCATIONAL TECHNOLOGY AND CURRICULUM STUDIES(ICETC2019) 

     

    Venue: FCT Education Resource Center, Abuja-Nigeria

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World Journal of Advance Healthcare Research (WJAHR)Honored the authors with best paper award, monthly based on the innovation of research work. Best paper will be selected by our expert panel.

Best Article of current issue

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Indexing

Abstract

ASSESSING KNOWLEDGE OF EVIDENCE-BASED PRACTICE AMONG NURSES

Dr. Suja Merin John*

ABSTRACT

Evidence-based practice (EBP) is used worldwide to improve the quality of patient care to provide costeffective care. EBP is a mandate for nursing practice combining individual clinical judgment with available expertise to generate a positive outcome for the patient. Investigators have documented that nurses have varying degrees of confidence and knowledge about EBP. The purpose of this project was to improve knowledge of EBP among registered nurses (RNs). The ACE Star Model of Knowledge transformation was used as the conceptual model. The key project question was to assess the level of knowledge and confidence about EBP among RNs in a cardio-thoracic (CT) intensive care unit (ICU) before and after viewing a computer-based EBP educational module. The quasi-experimental project used a 1 group pretest–posttest design. In the pretest, a convenience sample (n = 29) completed ACE-ERI competencies to self-assess confidence in EBP and an EBP Knowledge Test. The participants then viewed an EBP educational module based on major steps in EBP practice. Afterward, they repeated both tests. As a group, the paired t test showed a significant increase in scores for the ACE-ERI competencies between pretest and posttest scores. Using the Wilcoxon Signed Rank Test, knowledge scores increased but were not statistically significant. These findings suggested that there was improvement in both confidence and knowledge supporting the use of the educational module. In order to effectively implement EBP, nurses require knowledge to assess the quality and evidence for improved patient outcome. These results can guide administrators and educators to enhance RN EBP by the use of educational modules to improve the quality of patient care creating positive social change.

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