BACKGROUND: Effective teaching is key in preparing students to become successful evidence-based healthcare professionals. The effectiveness of graduate evidence-based practice (EBP) pedagogy is not often a subject of research studies. PURPOSE: The purpose of this study was to determine how faculty from the 50 top graduate nursing schools in the United States perceived the effectiveness of EBP courses for graduate nursing students. METHODS: A descriptive cross-sectional design was used to explore faculty perception of the effectiveness of EBP courses. A web-based survey was used for data collection. A total of 45 questionnaires were subjected to statistical analysis. RESULTS: The mean perception of the effectiveness of EBP courses for the whole sample, on a scale from 1 to 7, was 5.58 (min. 4.29; max. 6.73), a higher score signifying higher perceived effectiveness. The highest rated item concerned a school's access to different databases. The strongest correlations were found between the total score and the scores for items describing students' opportunities to strengthen and apply their EBP skills (rs = .66). The internal consistency of the Perception of Effectiveness of EBP Courses scale, based on standardized Cronbach's alpha, was .84, which signifies strong internal consistency. Faculty perceived themselves as most competent at the following EBP skills: (a) "Asking questions regarding patients' care" (6.56), (b) "Considering patient preferences when implementing EBP" (6.40), and (c) "Critically appraising the relevant body of evidence to address clinical questions" (6.40). DISCUSSION: To strengthen the effectiveness of EBP courses, students should have more opportunities to implement their EBP knowledge and skills after completing EBP courses. LINKING EVIDENCE TO ACTION: Evaluation of faculty perceptions of the effectiveness of EBP courses can help to guide the development of nursing school curricula that better integrate EBP. Further evaluation of the psychometric properties of the instrument used to measure perception of the effectiveness of EBP courses is required along with objective measures of faculty knowledge and skills in teaching EBP.

• Klíčová slova
• curricula, evidence-based practice, faculty, teaching,
• MeSH
• akademický sbor fakulty ošetřovatelství statistika a číselné údaje   MeSH
• dospělí MeSH
• klinické kompetence MeSH
• kurikulum MeSH
• lékařská praxe založená na důkazech výchova   MeSH
• lidé středního věku MeSH
• lidé MeSH
• postoj zdravotnického personálu * MeSH
• průřezové studie MeSH
• průzkumy a dotazníky MeSH
• psychometrie MeSH
• studium ošetřovatelství vysokoškolské metody   MeSH
• vyučování metody   MeSH
• výuka - hodnocení * MeSH
• zdraví - znalosti, postoje, praxe * MeSH
• Check Tag
• dospělí MeSH
• lidé středního věku MeSH
• lidé MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• práce podpořená grantem MeSH
• Geografické názvy
• Spojené státy americké MeSH

BACKGROUND: Teaching evidence-based practice (EBP) in nursing education varies among nurse educators and universities. Lack of nurses' knowledge and skills are among the barriers commonly associated with the limited use of EBP in practice. OBJECTIVES: To describe the presence, characteristics and content of courses of EBP in nursing bachelor's, master's, and PhD programs in six European countries. DESIGN: A descriptive study design was employed. SETTINGS: The study was implemented as part of the EBP e-Toolkit Project as a strategic partnership of six European higher education institutions from six countries in the framework of the Erasmus+ Programme. PARTICIPANTS: Census sampling (N = 225) was used. A total of 162 (72%) faculties responded from the following countries: Spain (79), Italy (44), the Czech Republic (15), Poland (12), Greece (7), and Slovenia (5). METHODS: Three structured instruments were developed by using the consensus development panel. The research was conducted from December 2018 to March 2019. For names of subjects, a manual narrative Template Analysis was used with open descriptive coding. RESULTS: Subjects in "EBP in Nursing or Health Care" are included in 45 (29.2%) bachelor's programs, mostly worth 180 European Credit Transfer System (ECTS) credits, 30 (28%) master's, and 6 (40%) PhD programs. In bachelor's programs, an average of 134 h are spent teaching EBP steps, followed by 127 h in master's programs and 52 h in PhD programs. EBP subjects have different focuses: clear topics in EBP, development of research knowledge, awareness of the need for evidence-based clinical work, and understanding the needs of the profession. CONCLUSIONS: Teaching EBP is not yet sufficiently integrated into nursing curricula. For more efficient integration, guidelines on the standardization of teaching approaches and content have to be developed in all three cycles of higher education. Further research is needed on the implementation of teaching at master's and PhD levels of nursing curricula.

• MeSH
• klinické kompetence * MeSH
• kurikulum MeSH
• lékařská praxe založená na důkazech MeSH
• lidé MeSH
• ošetřovatelství založené na důkazech MeSH
• průzkumy a dotazníky MeSH
• zdravotní sestry * MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Evropa MeSH
• Itálie MeSH
• Polsko MeSH
• Řecko MeSH
• Slovinsko MeSH
• Španělsko MeSH

Background: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much engaged and have a lack of knowledge and skills. Aim: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students. Methods: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance. Results: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies. Conclusions: EBP training can improve nursing students' capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization.

• Klíčová slova
• evidence-based nursing, evidence-based practice, nursing education, nursing students, teaching EBP, undergraduate students,
• MeSH
• kurikulum MeSH
• lékařská praxe založená na důkazech * výchova   MeSH
• lidé MeSH
• reprodukovatelnost výsledků MeSH
• studenti ošetřovatelství * MeSH
• studium ošetřovatelství bakalářské * MeSH
• vyučování MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• práce podpořená grantem MeSH
• scoping review MeSH

BACKGROUND: There is a lack of appropriate tools for assessing the effectiveness of teaching evidence-based practice in nursing. OBJECTIVES: The objective of the study was to develop the instrument evaluating the students' perception of the effectiveness of EBP courses and to verify its psychometric properties. DESIGN: A descriptive cross-sectional study design was used to verify psychometric properties of the questionnaire measuring the students' perception of the effectiveness of EBP courses. PARTICIPANTS: The psychometric properties were evaluated in a group of 129 graduate nursing students who completed EBP courses. METHODS: The instrument for measuring the students' perception of the effectiveness of EBP courses was inspired by Kirkpatrick's evaluation model, which advocates evaluating interventions at four levels - reaction (satisfaction), learning, behavior change (transfer) and results (benefits). A web-based survey was used for data collection. Data was collected from the middle of January 2013 through the end of March 2013. RESULTS: A thirteen item instrument was developed for measuring the students' perception of the effectiveness of EBP courses. The internal consistency of the scale, based on standardized Cronbach's alpha, was .93. The results of factor analysis identified three factors of the instrument. The highest rated items on a scale of 1 (strongly disagree) to 7 (strongly agree) were 'implementation of EBP can improve clinical care' (mean 6.16), 'EBP instructors had a thorough knowledge of EBP' (6.13), 'EBP instructors were enthusiastic about teaching EBP' (5.65), and 'I can use my EBP knowledge and skills in my practice' (5.58). CONCLUSIONS: The results of testing of the psychometric properties of the questionnaire showed at least satisfactory validity and reliability. The majority of students perceived EBP courses as effective. The instrument may be used to assess the students' perception of the effectiveness of EBP courses.

• Klíčová slova
• Education, Evidence-based practice, Nurses, Perception, Skill,
• MeSH
• dospělí MeSH
• lidé MeSH
• mladý dospělý MeSH
• ošetřovatelství - výzkum vyhodnocovací MeSH
• ošetřovatelství založené na důkazech výchova   MeSH
• průřezové studie MeSH
• průzkumy a dotazníky * MeSH
• psychometrie normy   MeSH
• reprodukovatelnost výsledků MeSH
• studenti ošetřovatelství psychologie   MeSH
• studium ošetřovatelství vysokoškolské * MeSH
• výuka - hodnocení metody   MeSH
• Check Tag
• dospělí MeSH
• lidé MeSH
• mladý dospělý MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH
• validační studie MeSH

BACKGROUND: Consensus on evidence-based practice (EBP) competencies and associated learning outcomes for registered nurses has not yet been achieved in the European context. AIMS: To establish a set of core EBP competencies for nurses and the most important EBP learning outcomes encompassing attitudes, knowledge, and skills dimensions for implementation into nursing education in European countries. METHODS: A multi-phase modified Delphi survey was conducted: Phase 1, a literature review; Phase 2, a two-round consensus of experts; and Phase 3, a Delphi survey. Experts from six European countries participated. RESULTS: In Phase 1, 88 records were selected and 835 statements extracted, which were grouped according to the seven steps of EBP. After removing 157 duplicates, the remaining competencies (n = 678) were evaluated in Phase 2. Then, a two-round expert consensus was reached, with 24 competencies and 120 learning outcomes identified and divided into affective, cognitive, and skills domains. In Phase 3, based on a Delphi survey expert consensus, all evaluated statements were included in a final set of competencies and learning outcomes. Only two learning outcomes were recommended for allocation to a different domain, and four were reformulated as suggested, with no further changes to the others. LINKING EVIDENCE TO ACTION: The set of EBP competencies and learning outcomes can guide nurse educators, managers, and EBP stakeholders in the development of content that incorporates EBP knowledge, skills, and attitudes into educational programs. Prioritizing the EBP competencies and learning outcomes that are most necessary and adapting them to every context will provide healthcare organizations with guidelines for enhancing the continuing education of nurses. These results could facilitate the development of effective tools for assessing nursing students' and nurses' perception of competencies required for EBP processes.

• Klíčová slova
• Delphi survey, competency, consensus, evidence-based practice, learning, learning outcome, nurse, nursing education,
• MeSH
• delfská metoda MeSH
• klinické kompetence normy   MeSH
• konsensus MeSH
• lékařská praxe založená na důkazech metody   MeSH
• lidé MeSH
• průzkumy a dotazníky MeSH
• vyučování psychologie   normy   MeSH
• zdravotní sestry psychologie   statistika a číselné údaje   MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Evropa MeSH

BACKGROUND: The field of study Teaching of Vocational Subjects for Nursing Schools, the completion of which contributes to obtaining a teaching qualification at the master's level, is amongst the most prestigious fields at the Faculty of Education, Palacký University Olomouc. In the academic year of 2018/2019, the students of this field are involved in the pilot project introducing and teaching Evidence-Based Practice (EBP) methods. The concept is based on the experience of The Czech Republic (Central European) Centre for Evidence-Based Healthcare: A Joanna Briggs Institute Centre of Excellence team. OBJECTIVES: The aims of this short communication are, first, to provide information about the pilot project and the implementation of EBP methodology into selected subjects at the Faculty of Education, and second, to provide information regarding the establishment of a working group for the foundation of the Centre for Evidence-Based Education. METHODS: To implement the EBP method into the training of healthcare professionals, four syllabi of the currently taught subjects were updated and improved to include this methodology, and a brand new subject was created with the title 'Evidence-Based Education and Healthcare'. The faculty received approval from the National Accreditation Bureau for Higher Education and in September 2018, teaching of EBP topics was launched for a group of 95 full-time and part-time students. The academic year of 2019/2020 will see the introduction of the new subject 'Evidence-Based Education and Healthcare'. RESULTS: The outcomes of the project include an adjusted content of the subjects 'Scientific Components in the Health Education Curriculum' and the 'Diploma Thesis Seminar', the new subject titled 'Evidence-Based Education and Healthcare', and the strategic plan for the Conception and establishment of the Joanna Briggs Institute affiliate Evidence-Based Education Centre. CONCLUSION: It is appropriate to implement comprehensive EBP modules, with several subjects within the study curriculum. Current activities are the preparatory, motivational phase of potential development.

• MeSH
• akademický sbor fakulty ošetřovatelství výchova   MeSH
• kurikulum MeSH
• lékařská praxe založená na důkazech výchova   MeSH
• lidé MeSH
• pilotní projekty MeSH
• systematický přehled jako téma MeSH
• Check Tag
• lidé MeSH
• Publikační typ
• časopisecké články MeSH
• Geografické názvy
• Česká republika MeSH