Eui Geum Oh; You Lee Yang; Jae Yong Yoo; Ji Yun Lim; Ji Hyun Sung

doi:10.4040/jkan.2016.46.4.501

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Original Article
Mixed Method Research Investigating Evidence-Based Practice Self-efficacy, Course Needs, Barriers, and Facilitators: From the Academic Faculty and Clinical Nurse Preceptors: Eui Geum Oh, You Lee Yang, Jae Yong Yoo, Ji Yun Lim, Ji Hyun Sung; Journal of Korean Academy of Nursing 2016;46(4):501-513.
DOI: https://doi.org/10.4040/jkan.2016.46.4.501
Published online: August 31, 2016

¹College of Nursing, Mo-Im Kim Nursing Research Institute, Yonsei University, Seoul, Korea.

²College of Nursing, Graduate School, Yonsei University, Seoul, Korea.

³Department of Nursing Science, College of Medicine, Chosun University, Gwangju, Korea.

⁴Department of Nursing, Severance Hospital, Seoul, Korea.

Address reprint requests to : Sung, Ji Hyun. College of Nursing, Mo-Im Kim Nursing Research Institute,Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul 03722, Korea. Tel: +82-2-2227-7975, Fax: +82-2-392-5440, joyrnsjh@gmail.com

• Received: January 13, 2016 • Revised: May 3, 2016 • Accepted: May 6, 2016

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0/) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

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Abstract
NOTES
REFERENCES

Abstract

Purpose
The current challenges faced by nurses in providing high quality and evidence-based practice (EBP) supported care require profound changes in nursing education. To understand the changes needed to strengthen EBP education, the researchers examined EBP self-efficacy, course needs, barriers, and facilitators for academic faculty and clinical nurse preceptors to teach EBP in undergraduate nursing curricula.
Methods
For this study, mixed-method approach was used with survey data collected from 73 academic faculty members from 54 universities. Further, 17 clinical nurse preceptors in three academic hospitals provided qualitative data for exploration of barriers and facilitators to teaching EBP. Data analysis used SPSS/WIN 21.0 and content analysis.
Results
Quantitative data showed that although the overall level of self-efficacy among faculty was moderate, the implementation levels were relatively low. Most faculty members agreed with the need to integrate EBP courses into undergraduate nursing curricula. The qualitative data showed that the barriers to teaching EBP were lack of knowledge, skill, and initial investment for teaching EBP; hierarchical, rules-oriented nursing culture; potential learner overloads in processing EBP; limited research dissemination and application. Facilitators were identified as the importance of EBP to the profession of nursing; collaboration in schools and hospitals; and continuing education in teaching/utilizing EBP.
Conclusion
The findings indicate that for successful integration of EBP ni nursing education there is a need for faculty training and integrated EBP courses.
Keywords: Evidence based practice; Nursing faculties; Self-efficacy; Curiculum

This research was supported by the Basic Science Research Program through the National Research Foundation of Korea (NRF) funded by the Ministry of Science, ICT & Future Planning (2013R1A1A3009060).

The authors declared no conflict of interest.

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Table 1

General Characteristics of the Participants for Descriptive Survey (N=73)

^*Nonresponses were excluded; EBP=Evidence–based practice.

Table 2

General Characteristics of the Participants for Focus Group Interview (N=17)

EBP=Evidence–based practice.

Table 3

Level of Self–efficacy in EBP (N=73)

EBP=Evidence–based practice.

Table 4

Difference in Self–efficacy in EBP according to General Characteristics of Participants

^*Nonresponses were excluded; EBP=Evidence–based practice.

Table 5