Mariusz Panczyk1, Lucyna Iwanow2, Aleksandra Gaworska-Krzemińska3, Elżbieta Grochans4, Maria Kózka5, Halina Kulik6, Jolanta Lewko7, Małgorzata Marcysiak8, Katarzyna Młynarska9, Grażyna Nowak-Starz10, Izabella Uchmanowicz11, Antonio Jesús Ramos-Morcillo12, María Ruzafa-Martínez12, Joanna Gotlib2. 1. Department of Education and Research of Health Sciences, Faculty of Health Sciences, Medical University of Warsaw, Poland. Electronic address: mariusz.panczyk@wum.edu.pl. 2. Department of Education and Research of Health Sciences, Faculty of Health Sciences, Medical University of Warsaw, Poland. 3. Institute of Nursing and Midwifery, Medical University of Gdansk, Poland. 4. Department of Nursing, Pomeranian Medical University in Szczecin, Poland. 5. Department of Clinical Nursing, Faculty of Health Sciences, Jagiellonian University Collegium Medicum, Poland. 6. Department of Nursing Propedeutics, School of Health Sciences, Medical University of Silesia in Katowice, Poland. 7. Department of Integrated Medical Care, Medical University of Bialystok, Poland. 8. Department of Nursing and Postgraduate Education, Department Faculty of Health Sciences and Social Sciences, Ignacy Mosciski's University of Applied Sciences in Ciechanów, Poland. 9. Provincial Specialist Children's Hospital in Olsztyn, Poland. 10. Faculty of Medicine and Health Sciences, Jan Kochanowski University, Poland. 11. Department of Clinical Nursing, Faculty of Health Sciences, Wroclaw Medical University, Poland. 12. Nursing Department, Faculty of Nursing, University of Murcia, Spain.
Abstract
BACKGROUND: Achieving high quality care through full use of potential stemming from the use of the principles of evidence based practice (EBP) requires adequate shaping of student attitudes toward EBP already at an early stage of education, as well as teaching in the scope of knowledge and skills essential to apply EBP in future professional work. Therefore, nursing educators need a tool to assess competency in EBP. This study aims to present the adaptation of the psychometric test and setting norms to the Polish version of the Evidence Based Practice Competence Questionnaire (EBP-COQ_P). METHODS: Poland-wide multicentre study, cross-sectional validation design, a representative sample of 1636 nursing students. The EBP-COQ_P was validated in terms of content validity through an expert review. The EBP-COQ_P was administered to evaluate test reliability and validity. Settings norms for the Polish nurse population were also done. RESULTS: Confirmatory factor analysis demonstrated that 25 items are grouped into three categories which define competences related to EBP: attitude, knowledge, and skills. Cronbach's alpha was 0.856 for the entire questionnaire. EBP-COQ_P had good parameters of absolute stability. EBP-COQ_P was also characterized with external construct validity. Measurement with the use of EBP-COQ_P allowed for a good differentiation of the respondents in terms of their expertise in EBP (known-groups validity). CONCLUSIONS: In terms of reliability and validity, EBP-COQ_P is compared with its original version. EBP-COQ_P may be used in educational practice (graduate and postgraduate education). Polish norms set for a representative group of nursing students may serve as a benchmark for the results obtained from individual and group measurements.
BACKGROUND: Achieving high quality care through full use of potential stemming from the use of the principles of evidence based practice (EBP) requires adequate shaping of student attitudes toward EBP already at an early stage of education, as well as teaching in the scope of knowledge and skills essential to apply EBP in future professional work. Therefore, nursing educators need a tool to assess competency in EBP. This study aims to present the adaptation of the psychometric test and setting norms to the Polish version of the Evidence Based Practice Competence Questionnaire (EBP-COQ_P). METHODS: Poland-wide multicentre study, cross-sectional validation design, a representative sample of 1636 nursing students. The EBP-COQ_P was validated in terms of content validity through an expert review. The EBP-COQ_P was administered to evaluate test reliability and validity. Settings norms for the Polish nurse population were also done. RESULTS: Confirmatory factor analysis demonstrated that 25 items are grouped into three categories which define competences related to EBP: attitude, knowledge, and skills. Cronbach's alpha was 0.856 for the entire questionnaire. EBP-COQ_P had good parameters of absolute stability. EBP-COQ_P was also characterized with external construct validity. Measurement with the use of EBP-COQ_P allowed for a good differentiation of the respondents in terms of their expertise in EBP (known-groups validity). CONCLUSIONS: In terms of reliability and validity, EBP-COQ_P is compared with its original version. EBP-COQ_P may be used in educational practice (graduate and postgraduate education). Polish norms set for a representative group of nursing students may serve as a benchmark for the results obtained from individual and group measurements.
Authors: Juan C Fernández-Domínguez; Joan E De Pedro-Gómez; Rafael Jiménez-López; Natalia Romero-Franco; Ana B Bays Moneo; Ángel Oliva-Pascual-Vaca; Albert Sesé-Abad Journal: PLoS One Date: 2022-06-03 Impact factor: 3.752
Authors: Mariusz Panczyk; Lucyna Iwanow; Szymon Musik; Dominik Wawrzuta; Joanna Gotlib; Mariusz Jaworski Journal: Int J Environ Res Public Health Date: 2021-11-29 Impact factor: 3.390