Shahzad Pashaeypoor1, Tahereh Ashktorab2, Maryam Rassouli2, Hamid Alavi-Majd3. 1. a Department of Nursing , School of Nursing and Midwifery, Tehran University of Medical Sciences , Tehran , Iran. 2. b Department of Nursing , School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences , Tehran , Iran. 3. c Department of Biostatistics , School of Paramedics, Shahid Beheshti University of Medical Sciences , Tehran , Iran.
Abstract
INTRODUCTION: Predicting the significant determinants of adopting evidence-based practice (EBP) by nursing students has received little attention in the nursing education literature. The purpose of this study was to investigate the predictors of EBP adoption among Iranian nursing students and to evaluate the fitness of the research model derived from Rogers' model. METHODS: The study was a cross-sectional survey of 170 nursing students. A path analysis was conducted to predict the determinants of EBP in nursing students. Also, direct and indirect effects of the variables were calculated. RESULTS: The results indicated that knowledge of EBP as well as its perceived complexity, observability and trialability significantly predicted the adoption of EBP. Among the variables, knowledge of EBP had the greatest total impact on the adoption of EBP (P < .05). Also, the results of indices (χ(2) = 30.06, P = .000; GFI = 0.96; CFI = 0.97; RMSEA = 0.11) indicated an adequate model fit to the data. CONCLUSION: Nursing educators can identify the predictors of EBP in order to enhance the education and adoption of EBP. The results of this study can be used by health professionals such as nursing managers and educators for teaching any new concept in clinical and educational settings such as EBP.
INTRODUCTION: Predicting the significant determinants of adopting evidence-based practice (EBP) by nursing students has received little attention in the nursing education literature. The purpose of this study was to investigate the predictors of EBP adoption among Iranian nursing students and to evaluate the fitness of the research model derived from Rogers' model. METHODS: The study was a cross-sectional survey of 170 nursing students. A path analysis was conducted to predict the determinants of EBP in nursing students. Also, direct and indirect effects of the variables were calculated. RESULTS: The results indicated that knowledge of EBP as well as its perceived complexity, observability and trialability significantly predicted the adoption of EBP. Among the variables, knowledge of EBP had the greatest total impact on the adoption of EBP (P < .05). Also, the results of indices (χ(2) = 30.06, P = .000; GFI = 0.96; CFI = 0.97; RMSEA = 0.11) indicated an adequate model fit to the data. CONCLUSION: Nursing educators can identify the predictors of EBP in order to enhance the education and adoption of EBP. The results of this study can be used by health professionals such as nursing managers and educators for teaching any new concept in clinical and educational settings such as EBP.
Keywords:
Rogers’s diffusion of innovation; education; evidence-based practice; nursing students