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Hemşirelik Öğrencilerinin Kanıt Temelli Uygulama Yetkinlikleri

Year 2023, , 1 - 10, 27.12.2022
https://doi.org/10.53493/avrasyasbd.1031491

Abstract

Bu araştırmanın amacı, hemşirelik öğrencilerinin kanıta dayalı bilgi, beceri ve davranış yeterliliklerini değerlendirmektir. Kesitsel tipteki bu çalışmanın örneklemini 435 hemşirelik öğrencisi oluşturmuştur. Verilerin toplanmasında sosyo-demografik özellikler formu ve kanıta dayalı uygulama anketi kullanılmıştır. Hemşirelik öğrencilerinde kanıta dayalı uygulama anketi, bilgi alt boyutu ortalama puanı 18,6 ± 2,9, beceri alt boyutu ortalama puanı 19,1 ± 2,9, davranış alt boyutu ortalama puanı 46,9 ± 6,7, toplam puan ortalaması 84,7 ± 9,1'dir. Tanımlayıcı özellikler ile kanıta dayalı uygulama ölçeği karşılaştırıldığında, bilgi alt boyutu: 21-22 yaşlarında, annesi üniversite mezunu, aile geliri giderden fazla, meslek lisesi mezunu ve 4. sınıf öğrencisi olanlarda; beceri alt boyutu: 2. sınıfta öğrenim gören öğrencilerde; davranış alt boyutu: kadınlarda, bekârlarda, 2. sınıfta okuyanlarda ve mesleğini ilgi alanlarına uygun bulanlarda; toplam puan ortalaması: kadınlarda, bekârlarda, 2. sınıflarda okuyanlarda ve mesleğini ilgi alanlarına uygun bulanlarda anlamlı olarak daha yüksektir (p<0.05). Beceri ve davranış alt boyutu, bilgi ve davranış alt boyutu arasında pozitif yönlü anlamlı bir ilişki vardır. (p<0,001). Çalışmamızda kanıta dayalı uygulama ölçeğinin bilgi, beceri, davranış alt grupları ve toplam puan ortalamalarının hemşirelik öğrencilerinde ortalamanın üzerinde olduğu görülmüştür.

References

  • Akın B, Ege E. (2008). Teaching Research in Nursing. Journal of Cumhuriyet University School of Nursing,12(3):60-69.
  • Alqahtani N, Oh KM, Kitsantas P, & Rodan M. (2020). Nurses' evidence-based practice knowledge, attitudes and implementation: A cross-sectional study. Journal of clinical nursing, 29(1-2):274–283.
  • Aydın Y, Adıgüzel A, Topal EA. (2015). Determination of Attitudes of Midwives and Nurses towards Scientific Studies. Journal Of Human Rhythm, 1(4):168-175.
  • Burns HK, Foley SM. (2005). Building a Foundation for an Evidence-Based Approach to Practice: Teaching Basic Concepts to Undergraduate Freshman Students. Journal of Professional Nursing, 21(6):351–357.
  • DuGan JE. (2019). "Keeping You in the Know": The Effect of an Online Nursing Journal Club on Evidence-Based Knowledge Among Rural Registered Nurses. Computers, informatics, nursing : CIN, 37(4):190–195.
  • Emiroğlu ON, Ünlü H, Terzioğlu F, Bulut H. (2005). Nurses’ Vıews On Theır Research Actıvıtıes and Theır Vıewstowards Research and Nurses’ Needs Of Knowledge. Journal of Research and Development in Nursing, 5(1):64 – 86.
  • Hickman LD, DiGiacomo M, Phillips J, Rao A, Newton PJ, Jackson D, Ferguson C. (2018). Improving evidence based practice in postgraduate nursing programs: A systematic review: Bridging the evidence practice gap (BRIDGE project). Nurse education today, 63: 69–75.
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  • Iradukunda F, & Mayers PM. (2020). Rwandan nursing students' knowledge, attitudes and application of evidence-based practice. Curationis, 43(1):e1–e7.
  • Jacobs SK, Rosenfeld P, Haber J. (2003). Information literacy as the foundation for evidence-based practice in graduate nursing education: a curriculum-integrated approach. J Prof Nurs, 19(5):320-328.
  • Kelleci M, Gölbaşı Z, Yılmaz M, Doğan S. (2008). The Views Of Nurses, About Carrying Out Research And Utilization Of Research Results In Nursing Care In A University Hospital. Journal Of Research and Development in Nursing, 10(2):3-16.
  • Kirk JW, & Nilsen P. (2016). Implementing evidence-based practices in an emergency department: contradictions exposed when prioritising a flow culture. Journal of clinical nursing, 25(3-4):555–565.
  • Koç Z, Bal C, Sağlam Z. (2020). Detection of Perception of Male Student Nurses about Nursing. Maltepe University Journal of Nursing Science and Art, Symposium Special Issue, 318-323.
  • Koota E, Kääriäinen M, Lääperi M, Melender HL. (2019). Emergency nurses’ Evidence-Based Practice attitudes, self-efficacy, knowledge, skills and behaviors before an educational intervention –Baseline of a Randomized Controlled Trial. Collegian. Küçük EÖ, Çakmak S, Kapucu S, Koç M, Kahveci R. (2017). Determination of Nursing Students’Awareness of Evidence-Based Nursing Practice. Journal of Hacettepe University Faculty of Nursing, 4(2):1–12.
  • Lam CK, & Schubert C. (2019). Evidence‐Based Practice Competence in Nursing Students: An Exploratory Study With Important Implications for Educators. Worldviews on Evidence‐Based Nursing, 16: 161–168.
  • Oh EG, & Yang YL. (2019). Evidence-based nursing education for undergraduate students: A preliminary experimental study. Nurse education in practice, 38: 45–51.
  • Özdelikara A, Ağaçdiken S, Aydın E. (2016). Career Choices Of Nursing Students And Influencing Factors. Acı Badem University Journal of Health Sciences, 2:83-88.
  • Person J, Spiva L, Hart P. (2013). The culture of an emergency department: An ethnographic Study. International Emergency Nursing, 21:222–227.
  • Pickler RH. (2020). Year of the Nurse: Take the Challenge. Nursing research, 69(1):1–2.
  • Republic of Turkey Ministry of Health. (2010). Nursing Regulation (2010).
  • Ruzafa-Martinez M, Lopez-Iborra L, Moreno-Casbas T, Madrigal-Torres M. (2013). Development and validation of the competence in evidence based practice questionnaire (EBP-COQ) among nursing students. BMC Med Educ,13:19.
  • Ryan EJ. (2016). Undergraduate nursing students' attitudes and use of research and evidence-based practice - an integrative literature review. Journal of clinical nursing, 25(11-12):1548–1556.
  • Sampson FC, Goodacre SW, Cathain AO. (2014). Interventions to improve the management of pain in emergency departments: systematic review and narrative synthesis. Emerg Med J., 31: e9–e18.
  • Saunders H, Stevens KR, & Vehviläinen-Julkunen K. (2016). Nurses' readiness for evidence-based practice at Finnish university hospitals: a national survey. Journal of advanced nursing, 72(8):1863–1874.
  • Van der Goot WE, Keers JC, Kuipers R, Nieweg R, & de Groot M. (2018). The effect of a multifaceted evidence-based practice programme for nurses on knowledge, skills, attitudes, and perceived barriers: A cohort study. Nurse education today, 63:6–11.
  • Yava A, Tosun N, Çiçek H, Yavan T, Terakye G, Hatipoğlu S. (2007). Validity and reliability of "Barriers Scale" in utilization of research results by nurses. Gülhane Medical Journal, 49:72-80.
  • Yıldız E, Güngörmüş Z. (2016). The Validity And Reliability Study of The Turkish Version of The Evidence Based Practice Evaluation Competence Questionnaire. Nurse Education Today, 45:91-95.
  • Yurtsever S, Altıok M. (2006). Evidence-Based Practice and Nursing. Fırat University Journal of Health Sciences, 20(2): 159-166.

Evidence-Based Practical Competencies of Nursing Students

Year 2023, , 1 - 10, 27.12.2022
https://doi.org/10.53493/avrasyasbd.1031491

Abstract

The purpose of this research is to evaluate the evidence-based knowledge, skills and behavior competencies of nursing students. The sample of this cross-sectional study consisted of 435 nursing students. In collecting the data, socio-demographic characteristics form and “The Evidence-Based Practice Questionnaire in Nursing Students” were used. The evidence-based practice questionnaire in nursing students, knowledge subsets mean score is 18.6 ± 2.9, skill subsets mean score is 19.1 ± 2.9, behavior subsets mean score is 46.9 ± 6.7, total point average is 84.7 ± 9.1. When comparing the descriptive features with the evidence-based application scale, the information subsets means: in 21-22 years old, mother is a university graduate, family income is more than expenses, graduates from vocational high schools and 4th grade students; skill subsets: in the students studying in the 2nd grade; behavioral subsets: women, singles, 2nd class and those who find their profession suitable for their interests; the total score averages were found to be significantly higher in women, singles, 2nd class and those who find their profession suitable for their interests (p<0.05). There is a positive and significant relationship between skill and behavior subsets, knowledge and behavior subsets (p<0.001). In our study, the knowledge, skills, behavior subsets and total score averages of the evidence-based practice scale were found to be above the average in nursing students.

References

  • Akın B, Ege E. (2008). Teaching Research in Nursing. Journal of Cumhuriyet University School of Nursing,12(3):60-69.
  • Alqahtani N, Oh KM, Kitsantas P, & Rodan M. (2020). Nurses' evidence-based practice knowledge, attitudes and implementation: A cross-sectional study. Journal of clinical nursing, 29(1-2):274–283.
  • Aydın Y, Adıgüzel A, Topal EA. (2015). Determination of Attitudes of Midwives and Nurses towards Scientific Studies. Journal Of Human Rhythm, 1(4):168-175.
  • Burns HK, Foley SM. (2005). Building a Foundation for an Evidence-Based Approach to Practice: Teaching Basic Concepts to Undergraduate Freshman Students. Journal of Professional Nursing, 21(6):351–357.
  • DuGan JE. (2019). "Keeping You in the Know": The Effect of an Online Nursing Journal Club on Evidence-Based Knowledge Among Rural Registered Nurses. Computers, informatics, nursing : CIN, 37(4):190–195.
  • Emiroğlu ON, Ünlü H, Terzioğlu F, Bulut H. (2005). Nurses’ Vıews On Theır Research Actıvıtıes and Theır Vıewstowards Research and Nurses’ Needs Of Knowledge. Journal of Research and Development in Nursing, 5(1):64 – 86.
  • Hickman LD, DiGiacomo M, Phillips J, Rao A, Newton PJ, Jackson D, Ferguson C. (2018). Improving evidence based practice in postgraduate nursing programs: A systematic review: Bridging the evidence practice gap (BRIDGE project). Nurse education today, 63: 69–75.
  • Institute of Medicine (US) Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine. (2011). The Future of Nursing: Leading Change, Advancing Health. Washington (DC): National Academies Press (US).
  • Iradukunda F, & Mayers PM. (2020). Rwandan nursing students' knowledge, attitudes and application of evidence-based practice. Curationis, 43(1):e1–e7.
  • Jacobs SK, Rosenfeld P, Haber J. (2003). Information literacy as the foundation for evidence-based practice in graduate nursing education: a curriculum-integrated approach. J Prof Nurs, 19(5):320-328.
  • Kelleci M, Gölbaşı Z, Yılmaz M, Doğan S. (2008). The Views Of Nurses, About Carrying Out Research And Utilization Of Research Results In Nursing Care In A University Hospital. Journal Of Research and Development in Nursing, 10(2):3-16.
  • Kirk JW, & Nilsen P. (2016). Implementing evidence-based practices in an emergency department: contradictions exposed when prioritising a flow culture. Journal of clinical nursing, 25(3-4):555–565.
  • Koç Z, Bal C, Sağlam Z. (2020). Detection of Perception of Male Student Nurses about Nursing. Maltepe University Journal of Nursing Science and Art, Symposium Special Issue, 318-323.
  • Koota E, Kääriäinen M, Lääperi M, Melender HL. (2019). Emergency nurses’ Evidence-Based Practice attitudes, self-efficacy, knowledge, skills and behaviors before an educational intervention –Baseline of a Randomized Controlled Trial. Collegian. Küçük EÖ, Çakmak S, Kapucu S, Koç M, Kahveci R. (2017). Determination of Nursing Students’Awareness of Evidence-Based Nursing Practice. Journal of Hacettepe University Faculty of Nursing, 4(2):1–12.
  • Lam CK, & Schubert C. (2019). Evidence‐Based Practice Competence in Nursing Students: An Exploratory Study With Important Implications for Educators. Worldviews on Evidence‐Based Nursing, 16: 161–168.
  • Oh EG, & Yang YL. (2019). Evidence-based nursing education for undergraduate students: A preliminary experimental study. Nurse education in practice, 38: 45–51.
  • Özdelikara A, Ağaçdiken S, Aydın E. (2016). Career Choices Of Nursing Students And Influencing Factors. Acı Badem University Journal of Health Sciences, 2:83-88.
  • Person J, Spiva L, Hart P. (2013). The culture of an emergency department: An ethnographic Study. International Emergency Nursing, 21:222–227.
  • Pickler RH. (2020). Year of the Nurse: Take the Challenge. Nursing research, 69(1):1–2.
  • Republic of Turkey Ministry of Health. (2010). Nursing Regulation (2010).
  • Ruzafa-Martinez M, Lopez-Iborra L, Moreno-Casbas T, Madrigal-Torres M. (2013). Development and validation of the competence in evidence based practice questionnaire (EBP-COQ) among nursing students. BMC Med Educ,13:19.
  • Ryan EJ. (2016). Undergraduate nursing students' attitudes and use of research and evidence-based practice - an integrative literature review. Journal of clinical nursing, 25(11-12):1548–1556.
  • Sampson FC, Goodacre SW, Cathain AO. (2014). Interventions to improve the management of pain in emergency departments: systematic review and narrative synthesis. Emerg Med J., 31: e9–e18.
  • Saunders H, Stevens KR, & Vehviläinen-Julkunen K. (2016). Nurses' readiness for evidence-based practice at Finnish university hospitals: a national survey. Journal of advanced nursing, 72(8):1863–1874.
  • Van der Goot WE, Keers JC, Kuipers R, Nieweg R, & de Groot M. (2018). The effect of a multifaceted evidence-based practice programme for nurses on knowledge, skills, attitudes, and perceived barriers: A cohort study. Nurse education today, 63:6–11.
  • Yava A, Tosun N, Çiçek H, Yavan T, Terakye G, Hatipoğlu S. (2007). Validity and reliability of "Barriers Scale" in utilization of research results by nurses. Gülhane Medical Journal, 49:72-80.
  • Yıldız E, Güngörmüş Z. (2016). The Validity And Reliability Study of The Turkish Version of The Evidence Based Practice Evaluation Competence Questionnaire. Nurse Education Today, 45:91-95.
  • Yurtsever S, Altıok M. (2006). Evidence-Based Practice and Nursing. Fırat University Journal of Health Sciences, 20(2): 159-166.
There are 28 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Articles
Authors

Yasemin Ateşeyan 0000-0001-6866-2287

Zeynep Güngörmüş 0000-0002-3761-8184

Publication Date December 27, 2022
Submission Date December 2, 2021
Published in Issue Year 2023

Cite

APA Ateşeyan, Y., & Güngörmüş, Z. (2022). Evidence-Based Practical Competencies of Nursing Students. Avrasya Sağlık Bilimleri Dergisi, 6(1), 1-10. https://doi.org/10.53493/avrasyasbd.1031491
AMA Ateşeyan Y, Güngörmüş Z. Evidence-Based Practical Competencies of Nursing Students. AvrasyaSBD. December 2022;6(1):1-10. doi:10.53493/avrasyasbd.1031491
Chicago Ateşeyan, Yasemin, and Zeynep Güngörmüş. “Evidence-Based Practical Competencies of Nursing Students”. Avrasya Sağlık Bilimleri Dergisi 6, no. 1 (December 2022): 1-10. https://doi.org/10.53493/avrasyasbd.1031491.
EndNote Ateşeyan Y, Güngörmüş Z (December 1, 2022) Evidence-Based Practical Competencies of Nursing Students. Avrasya Sağlık Bilimleri Dergisi 6 1 1–10.
IEEE Y. Ateşeyan and Z. Güngörmüş, “Evidence-Based Practical Competencies of Nursing Students”, AvrasyaSBD, vol. 6, no. 1, pp. 1–10, 2022, doi: 10.53493/avrasyasbd.1031491.
ISNAD Ateşeyan, Yasemin - Güngörmüş, Zeynep. “Evidence-Based Practical Competencies of Nursing Students”. Avrasya Sağlık Bilimleri Dergisi 6/1 (December 2022), 1-10. https://doi.org/10.53493/avrasyasbd.1031491.
JAMA Ateşeyan Y, Güngörmüş Z. Evidence-Based Practical Competencies of Nursing Students. AvrasyaSBD. 2022;6:1–10.
MLA Ateşeyan, Yasemin and Zeynep Güngörmüş. “Evidence-Based Practical Competencies of Nursing Students”. Avrasya Sağlık Bilimleri Dergisi, vol. 6, no. 1, 2022, pp. 1-10, doi:10.53493/avrasyasbd.1031491.
Vancouver Ateşeyan Y, Güngörmüş Z. Evidence-Based Practical Competencies of Nursing Students. AvrasyaSBD. 2022;6(1):1-10.