This clinical trial aims to develop an online education program and an educational booklet for nurses on EBP and to compare the evidence-based competencies and clinical decision-making levels of nurses trained with these two methods. Hypotheses of the Study Ho: There is no statistically significant difference between the nurses' competency levels who participated in the online education developed for evidence-based practices and those who were informed of the educational booklet. H1. The nurses' competency levels who participated in the online education developed for evidence-based practices are statistically higher than those who were informed of the educational booklet. Ho: There is no statistically significant difference between the clinical decision-making levels of nurses who participated in the online education developed for evidence-based practices and nurses who were informed with the educational booklet. H1: The clinical decision-making levels of the nurses who participated in the online education developed for evidence-based practices are statistically higher than those informed with the educational booklet. Participants will: The nurses in the intervention group are expected to fill in the data collection tools (Introductory Information Form for Nurses, Evidence-Based Practice Competency Scale, Clinical Decision Making Scale in Nursing) before the education and then participate in the education about evidence-based practices on the online platform and fill in the data collection tools (Evidence-Based Practice Competency Scale, Clinical Decision Making Scale in Nursing and Education Evaluation Form) 20 days after the education. The nurses in the control group were expected to complete the data collection tools (Introductory Information Form for Nurses, Evidence-Based Practice Competency Scale, Clinical Decision Making Scale in Nursing) before the education booklet was given and 20 days after the education.
One of the specific highlights of this project is that nurses' competencies and clinical decision-making skills can be increased with an education program developed for EBP. In addition, the online education design of the education program in this project will facilitate the integration of education into orientation programs and in-service training for nurses working in institutions where healthcare services are provided. At the same time, the fact that the education program has an online design and consists of an online education that includes modules compatible with smartphones without time and space restrictions shows the original value of the study. Therefore, this study aims to develop an innovative and generalizable online education program for nurses at EBP, contribute to the literature, and indirectly reduce the cost of care and contribute to safe patient care.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
HEALTH_SERVICES_RESEARCH
Masking
SINGLE
Enrollment
70
An educational program for EBP based on the online learning model was planned to be developed based on the literature and expert opinions. In the program, in line with the literature, the introduction to the EBP, the importance of EBP, EBP steps, clinical research question design in line with PICO, and introduction of EBP databases. It is planned to include topics such as literature search strategies, types of research, use of scientific research and evidence evaluation tools, introduction of clinical decision support systems, reflection of EBP on patient care and clinical decision-making processes, and it is planned to determine the final version of the education content with expert opinions. The program will include recorded videos, slides and documents for each module. The content of the program will be integrated into the Koç University Online Programs Platform by the experts working at Koç University Educational Technologies Unit.
An educational booklet for EBP was planned to be developed based on the literature and expert opinions. The learning objectives and content of the educational booklet to be developed will be created by considering Bloom\'s taxonomy. In line with the literature, it is planned to include topics such as introduction to EBP, importance of EBP, evidence-based practice steps, clinical research question design in line with PICO, introduction of evidence-based databases, literature search strategies, research types, use of scientific research and evidence evaluation tools, introduction of clinical decision support systems, reflections of EBP on patient care and clinical decision-making processes, and finalization of the booklet topics with expert opinions.
Koc University School of Nursing
Istanbul, Turkey (Türkiye)
Clinical decision making levels of nurses
The Clinical Decision-Making in Nursing Scale (CDMNS): This scale was developed by Jenkins in 1983 in the USA to determine nursing students' clinical decision-making level based on their statements. Although the scale was developed by applying it to nursing students, it can also be applied to clinical nurses involved in patient care. Edeer and Sarıkaya, in 2015, conducted the Turkish validity and reliability study. The scale consists of 40 items and four sub-dimensions. The subscales of the scale are "exploring options and ideas", "investigating goals and values", "evaluating results", and "investigating knowledge and adopting new knowledge impartially". Each subscale consists of 10 items. 22 items on the scale are positively significant. The 18 negatively significant items are reverse coded. Each item on the scale is evaluated as 5: always, 1: never. The total Cronbach Alpha value of the scale was found to be 0.78.
Time frame: Measured before the education program and 20 days after the implementation of the education program.
Nurses' competencies for evidence-based practice
Evidence-based Practice Evaluation Competence Questionnaire (EBP-COQ). The scale was developed by Ruzafa-Martinez in 2013 to determine the competency levels of nurses and nursing students towards EBP-COQ, and its Turkish validity and reliability were conducted by Yildiz and Güngörmüş in 2016. The scale consists of three sub-dimensions and 25 items. The attitude sub-dimension of the scale consists of items 1-13, the skill sub-dimension consists of items 14-16, and the knowledge sub-dimension consists of items 20-25. The scale is a five-point Likert scale (1: Strongly disagree, 5: Strongly agree), and the minimum score is 25, and the maximum score is 125. Negative items are reverse-coded. A higher score on the scale indicates more self-perceived competence, knowledge, and skills towards EBP and a more positive attitude towards EBP. The total Cronbach Alpha value of the scale was found to be 0.82.
Time frame: Measured before the education program and 20 days after the implementation of the education program.
Education Evaluation
Education Evaluation Form: This form includes questions about the content of the education program, its implementation, end-of-education outcomes, and the opinions and suggestions of the participants to evaluate the education program to be developed. This form will be integrated into the Koç University Online Programs Platform, where the training will take place, and it can be accessed at the end of the program.
Time frame: Immediately after the intervention
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