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Web-Based Evidence Based Practice Educational Intervention to Improve EBP Competence Among BSN-Prepared Pediatric Bedside Nurses: A Mixed Methods Pilot Study

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Primary Author:</td>
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Natasha Laibhen-Parkes, RN, CPN, PhD</td>
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Co-Principal Investigators/Collaborators:</td>
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N/A</td>
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Organization:</td>
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Children&#39;s Healthcare of Atlanta</td>
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Abstract</h2>
<h3>
Purpose</h3>
<p>To assess and refine a Web-based evidenced based practice (EBP) educational intervention focused on improving EBP competence in BSN-prepared pediatric nurses, and to examine the feasibility, acceptability, and usability of implementing such an intervention.</p>
<h3>
Background</h3>
<p>For pediatric nurses, their competence in EBP is critical for providing high-quality care and maximizing patient outcomes.&nbsp;</p>
<h3>
Materials &amp; Methods</h3>
<p>A two-group experimental embedded mixed methods design was used to recruit a sample of 29 BSN-prepared nurses from a pediatric hospital in the Southeastern US. Participants were randomized into an intervention (n=14) or attention control group (n=15) and both received approximately 2 hours of Web-based educational content. The intervention group (IG) reviewed an EBP module and the attention control group (ACG) reviewed a module on a general topic relevant to pediatric nurses. Quantitative data were collected online from both groups using the Evidence-Based Practice Beliefs (EBPB) scale and the adapted Fresno test for Pediatric Nurses, analyses conducted using parametric and non-parameteric statistics and effect size (ES) calculations. Qualitative data were collected via telephone interview and analyzed using methods described by Creswell and Plano Clark (2011).&nbsp;</p>
<h3>
Results</h3>
<p>EBP competence test scores between the IG and ACG were found to be statistically non-significant. However, the mean of the IG was higher and the ES estimate of Hedges&rsquo; g was small to borderline medium in magnitude. EBPB scores between both groups were found to be statistically significantly different controlling for pre-intervention EBPB scores, with the IG demonstrating more positive beliefs about EBP. The estimated ES for this difference was also small to borderline medium in magnitude. Participants&rsquo; interview data supported the intervention as being moderately feasible, acceptable, and usable for improving EBP competence in BSN-prepared pediatric nurses.</p>
<h3>
Conclusion</h3>
<p>This study provides preliminary data on Web-based methodologies that can be helpful in improving EBP beliefs and competence among pediatric nurses. Future studies are warranted that examine the relationship of EBP competence and EBP implementation rates using a national sample of pediatric nurses.&nbsp;</p>
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<h3>
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<p>&copy; Improvement Science Research Network, 2012</p>
<p>The ISRN&nbsp;published this as received and with permission from the author(s).</p>

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