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Effect of Fundamental Nursing Class using Evidence-Based Practice

근거기반실무를 활용한 기본간호학 수업 운영의 효과

  • 김윤희 (국립목포대학교 간호학과) ;
  • 류세앙 (국립목포대학교 간호학과) ;
  • 김희영 (동신대학교 간호학과)
  • Received : 2018.03.08
  • Accepted : 2018.05.24
  • Published : 2018.06.28

Abstract

The nursing education with evidence-based practice(EBP) should set a differentiated education strategy according to the level of the learner, so that the students experience it step by step and it leads them to be skilled. The purpose of this study was to integrate and operate the EBP in the fundamental nursing classes of the second grade students and to verify the effectiveness on improvement of EBP basic competency of them. A non-equivalent control group pretest-posttest design was used. The subjects were 108 students in the second year of nursing at the two universities. The experimental group participated in the class for 8 weeks and 24 hours during the 15-weeks, second semester 2016 and the control group participated in general fundamental nursing class. Data were collected proactivity in problem solving, future use of EBP, and critical thinking disposition instrument and analyzed using SPSS/WIN 23.0 program with Chi-square test, independent t-test. The experimental group had a significant increase in proactivity in problem solving and future use of EBP compared to the control group. However, there was no significant difference in critical thinking disposition between the two groups. Findings indicate that the fundamental nursing class used EBP was an effective lesson to improve proactivity in problem solving and future use of EBP, which is the EBP basic competency for the lower grader. Long-term efforts are needed to improve the EBP competence and critical thinking of nursing students by curriculum appropriate to grade-based goals of EBP.

Keywords

Evidence-based Practice;Fundamental Nursing;Proactivity in Problem Solving;Future Use of EBP;Critical Thinking Disposition

Acknowledgement

Supported by : 국립목포대학교

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