Wieke E van der Goot1, Joost C Keers2, Ruud Kuipers3, Roos M B Nieweg4, Martijn de Groot5. 1. Martini Hospital Groningen, Martini Academie, P.O. Box 30033, 9700 RM, Groningen, The Netherlands. Electronic address: w.vandergoot@mzh.nl. 2. Martini Hospital Groningen, Martini Academie, P.O. Box 30033, 9700 RM, Groningen, The Netherlands; Hanze University of Applied Sciences Groningen, Research Group Healthy Ageing, Allied Health Care and Nursing, P.O. Box 3109, 9701 DC, Groningen, The Netherlands. Electronic address: j.keers@mzh.nl. 3. Martini Hospital Groningen, Martini Academie, P.O. Box 30033, 9700 RM, Groningen, The Netherlands. Electronic address: kuipersr@mzh.nl. 4. Hanze University of Applied Sciences Groningen, Master Advanced Nursing Practice, P.O. Box 3109, 9701 DC, Groningen, The Netherlands. Electronic address: m.b.nieweg@pl.hanze.nl. 5. Hanze University of Applied Sciences Groningen, Research Group Healthy Ageing, Allied Health Care and Nursing, P.O. Box 3109, 9701 DC, Groningen, The Netherlands. Electronic address: ma.de.groot@pl.hanze.nl.
Abstract
BACKGROUND: The Dutch professional nursing standard of 2012 stipulates that Dutch nursing practices are to be evidence-based. Not all practicing nurses can satisfy these requirements, therefore, an educational programme about Evidence-Based Practice (EBP) was developed for a Dutch teaching hospital. OBJECTIVE: The aim of this study was to measure the effects of a six month in-house EBP programme on knowledge, skills, attitudes, and perceived barriers of nurses (four European Credits equals two US Credit Hours). METHODS: A multiple-cohort study was conducted with a pre-post-test design. In the period of 2011-2015, a total of 58 nurses (9 cohorts) followed the programme. Baseline and follow-up assessments consisted of three questionnaires each: the Dutch Modified Fresno, the two subscales of the McColl questionnaire, and the BARRIER scale to assess knowledge and skills, attitudes, and perceived barriers, respectively. RESULTS: Fifty nurses completed both assessments. The results demonstrated that actual knowledge and skills significantly increased by approximately 40%. Self-perceived knowledge increased significantly, while attitudes towards EBP remained (moderately) positive. Perceived barriers did not notably change except for the Research subscale which received many "no opinion" responses prior to the programme but fewer afterwards. CONCLUSIONS: Our multifaceted in-house EBP programme led to a significant improvement of approximately 40% in EBP knowledge and skills of participating nurses. Most nurses who followed the EBP programme are currently applying their knowledge and skills in practice. Managerial support and allocated time for EBP are important facilitators for its implementation. Furthermore, to maintain and expand nurses' EBP knowledge and skills and translate them into practice, follow-up interventions, such as journal clubs, may well be beneficial. Based on the positive results of our programme, we will implement it throughout the hospital with an emphasis on training more groups of nurses.
BACKGROUND: The Dutch professional nursing standard of 2012 stipulates that Dutch nursing practices are to be evidence-based. Not all practicing nurses can satisfy these requirements, therefore, an educational programme about Evidence-Based Practice (EBP) was developed for a Dutch teaching hospital. OBJECTIVE: The aim of this study was to measure the effects of a six month in-house EBP programme on knowledge, skills, attitudes, and perceived barriers of nurses (four European Credits equals two US Credit Hours). METHODS: A multiple-cohort study was conducted with a pre-post-test design. In the period of 2011-2015, a total of 58 nurses (9 cohorts) followed the programme. Baseline and follow-up assessments consisted of three questionnaires each: the Dutch Modified Fresno, the two subscales of the McColl questionnaire, and the BARRIER scale to assess knowledge and skills, attitudes, and perceived barriers, respectively. RESULTS: Fifty nurses completed both assessments. The results demonstrated that actual knowledge and skills significantly increased by approximately 40%. Self-perceived knowledge increased significantly, while attitudes towards EBP remained (moderately) positive. Perceived barriers did not notably change except for the Research subscale which received many "no opinion" responses prior to the programme but fewer afterwards. CONCLUSIONS: Our multifaceted in-house EBP programme led to a significant improvement of approximately 40% in EBP knowledge and skills of participating nurses. Most nurses who followed the EBP programme are currently applying their knowledge and skills in practice. Managerial support and allocated time for EBP are important facilitators for its implementation. Furthermore, to maintain and expand nurses' EBP knowledge and skills and translate them into practice, follow-up interventions, such as journal clubs, may well be beneficial. Based on the positive results of our programme, we will implement it throughout the hospital with an emphasis on training more groups of nurses.