Application Of Evidence-Based Nursing For Clinical Teaching Of Undergraduate

ObjectivesIn this study, researchers investigated cognitive levels of clinical teachers and nursing undergraduate interns on EBN and analyzed EBN education demands. The objective was to evaluate teaching and learning outcome of EBN course by providing EBN course to undergraduate nursing students based on traditional teaching. Methodology1.101 nursing educators and 89 undergraduate students working in the first affiliated hospital of Guangxi Medical University in 2008 and 2009 were investigated by using self-made questionnaires of EBN knowledge, practical ability of EBN and EBN education demands.2. Critical thinking ability of undergraduate interns were measured using Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) made by professor Peng Meici and her Colleagues.3.89 students were divided by chronological order into a control group by using conventional teaching method, which was consisted of 42, and a trial group by applying conventional teaching plus EBN teaching methods, which was consisted of 47. Both two groups were measured again critical thinking ability and assessed the cognitive levels of EBN after teaching. Nursing professional knowledge, EBN knowledge, nursing operating and EBN practical technique of two groups were assessed after teaching, making a comparison. Carrying on a evaluation to patient and nursing satisfaction of two groups' service is to make a comparison by "inpatients'satisfaction rate questionnaire" which formulated by Taiwanese Medical Doctors Association. It is an anonymous survey for teachers, but students were requested to name on the all questionnaires. SPSS 13.0 was used for data analysis.ResultsThe survey found that:1. There was no linear correlation between seniority, title, education qualifications of clinical teachers and cognitive levels of evidence-based nursing (all p>0.05);2. Clinical teachers and undergraduate interns were deficit in EBN knowledge and critical thinking knowledge; their activities and abilities of collecting information and searching literatures were expected to improved; they mainly relied on professional books and senior nurses'guidance in the aspects of obtaining knowledge, the ways of solving clinical problems and making nursing plans; most of them expressed they would like to participate in EBN training.3. The ability of searching literature and learning attitudes of students in experimental group were the same as control group (all p>0.05); There was not significantly different between two groups in respects of levels of EBN knowledge and critical thinking ability (all p>0.05). Although the biggest difficulties of students collecting information in experimental group were different from those in control group(p<0.05), it did not affect the baseline consistency between two groups before EBN teaching intervention.Learning outcome:1. There were highly significant differences between experimental group and control group in respect of all of critical thinking subscale scores (all p<0.01).2. The experimental group showed a significant improvement in critical thinking ability after teaching (p<0.01), however, critical thinking ability of the control group did not alter significantly (p>0.05), except analysis ability (p<0.05).3. There was a significant difference between two groups in scores of nursing knowledge (p<0.05), but not significantly different in scores of nursing practical techniques (p>0.05);4. Students'EBN knowledge level and ability of evaluating quality of literature in experimental group were improved significantly.5. Correlative coefficient is 0.872 by correlative analysis between critical thinking subscale scores and nursing theory scores (p<0.05).6.87.5% of undergraduate interns in experimental group prefer to EBN education; 95.7% of students in control group claimed EBN teaching could improve students'critical thinking ability; 95.8% of students in control group wished clinical teaching would be reformed.7. Patients and nurses'satisfaction of students'service in experimental group was higher than control group (all p<0.05).Conclusion1. Clinical nursing teachers generally are lack of EBN knowledge. It is important to train systematically clinical teachers for EBN knowledge, in order to promote development of EBN education.2. It is necessary to carry out EBN teaching since nursing undergraduate interns are deficit in EBN knowledge; Related curriculum is needed to increase because critical thinking ability of students was not improved significantly in school education.3. Evidence-based nursing education plus conventional clinical teaching will improve nursing theory and EBN knowledge levels, undergraduate interns' critical thinking ability, the ability of evaluating quality of literature and making scientific nursing plans through making the rational courses plans and reforming teaching methods. EBN education in clinical can effectively reduce the distance between theoretical teaching and clinical practice to improve the quality of nursing education.