Revision And Application Of The Chinese Version Of Evidence-Based Practice Evaluation Competence Questionnaire

ObjectivesThe main objectives of the study were:1.To introduce the Evidence Based Practice Evaluation Competence Question-naire (EBP-COQ) developed by Maria Ruzafa-Martinez,and make a cultural adaptation in a Chinese context.2.To describe clinical teachers’attitudes,skill and knowledge associated with evidence-based practice, and its affected factors so as to provide a scientific basis for the EBP education and training.Methods1.The study employed Brislin translation procedure to translate the EBP-COQ questionnaire,in order to form a Chinese version of evidence-based practice ability assessment.2.The first phase research tool contains the general information questionnaire, the Chinese version of Evidence-based practice Evaluation Competence Questionnaire and the Evidence-based practice Questionnaire. Using convenience sampling method, from two three level of first-class hospital in Shandong province extract 290 clinical teachers as the sample. The reliability analysis included the test-retest reliability and Cronbach’s a coefficient.The validity analysis included content validity, criterion- related validity and construct validity.3.The second stage using the official Chinese version of evidence- based practice capability assessment scales to investigate 330 clinical teachers who work at three level of first-class hospital in Jilin province. Confirmatory factor analysis(CFA)was used to verify the rationality of the model.The clinical teachers’evidence-based practice capability was tested by descriptive statistics,one-way ANOVA and independent samples T test.Results1.The reliability verification’s results:(1)The test-retest reliability of EBP-COQ total questionnaire was 0.826, and the reliability coefficient of each dimension was more than 0.750(P≤0.001).(2)The Cronbach’s coefficient of the EBP-COQ questionnaire was 0.931, and the coefficients of each dimensions were greater than 0.800.2.The results of validity verification:(1)The content validity index of EBP-COQ were 0.840.(2)The criterion-related validity coefficient between the EBP-COQ and the EBPQ was 0.681(P≤0.05).(3)Structure validity:For EBP-COQ,the three-factor model was extracted using EFA,which accounted for 55.817% of the accumulated variance; Confirmatory Factor analysis was used to assess the measurement of factor structure of the EBP-COQ questionnaire,the results showed that the three-factor model fit indices meet acceptable standards.The index χ2 was 288.440,χ2/df was 1.060, GFI was 0.930, RMSEA was 0.014,CFI was 0.9923.The clinical teachers of evidence-based practiceThe average score of EBP-COQ questionnaire and each dimensions were 2.99±0.57,3.00±0.74,2.97±0.69,2.99±0.67.Three dimensions with the highest score is evidence- based practice attitude dimension, followed by knowledge of evidence-based practice, the lowest score is the evidence- based practice skills.From the specific entry score situation, evidence- based practice attitude dimensions of the highest average score is "When I work as a nurse I will pleased if the EBP will be in practice" (3.20±1.09);the lowest average score is "The widespread EBP implementation will allow to increase nursing autonomy from others professions" (2.81±1.11).Evidence-based practice skills dimensions of the highest average score is "I feel able to search for the scientific information about the subject in the most important bibliographic indexes" (3.13±1.17);the lowest average score is "I feel able to evaluate critically the quality of a scientific article"(2.87±1.06).Evidence-based practice knowledge dimensions of the highest average score is "I know the different evidence level of the designs of the investigation studies" (3.11±1.08);the lowest average score is "I know how to make clinical questions organize in the PICO format" (2.85±1.00).4.the single factor analysis of evidence-based practice abilityIn terms of age, teaching age, qualifications, job title, duties, evidence- based practice training published papers between the group,the differences in evidence-based practice attitudes,skills and knowledge are statistically significant(P<0.05).The differences between groups in the clinical teachers’department are not statistically significant(P>0.05).Conclusion1.The Chinese version of Evidence-based practice Evaluation Competence Questionnaire contains attitudes, skills and knowledge of evidence-based practice three dimensions,which contains 25 entries.2.The clinical teachers have positive attitude towards evidence-based practice. Evidence-based practice ability overall level is not high,still need to improve the ability of clinical teachers through continuing education and training.