Evaluating Evidence-Based Practice Knowledge and Beliefs Through the e-Learning EBP Academy

This research examined evidence-based practice (EBP) knowledge and beliefs before and after a 3-month e-learning program was implemented to build EBP capacity at a large children's hospital. Ten clinicians completed the development, implementation, and evaluation of the e-learning education, co...

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Bibliographic Details
Published in:The Journal of continuing education in nursing 2017-07, Vol.48 (7), p.304-311
Main Authors: Green, Angela, Jeffs, Debra A, Boateng, Beatrice A, Lowe, Gary R, Walden, Marlene
Format: Article
Language:English
Subjects:
Adult
Computer-Assisted Instruction - methods
Course Content
Education, Nursing, Continuing - methods
Education, Nursing, Continuing - standards
Educational evaluation
Educational Games
Educational Measurement - methods
Educational Measurement - standards
Evidence-based nursing
Evidence-Based Practice - education
Female
Health Knowledge, Attitudes, Practice
Humans
Knowledge
Learning Strategies
Male
Middle Aged
Nursing
Nursing education
Nursing Staff, Hospital - education
Surveys and Questionnaires
Teaching Methods
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Summary:This research examined evidence-based practice (EBP) knowledge and beliefs before and after a 3-month e-learning program was implemented to build EBP capacity at a large children's hospital. Ten clinicians completed the development, implementation, and evaluation of the e-learning education, comprising phase one. Revision and participation by 41 clinicians followed in phase two. Participants in both phases completed the EBP Beliefs and Implementation Scales preintervention, postintervention, and 6 months after postintervention. EBP beliefs and implementation increased immediately and 6 months after postintervention, with statistically significant increases in both phases. Participants in both phases applied knowledge by completing mentor-supported EBP projects. Although EBP beliefs and implementation scores increased and e-learning provided flexibility for clinician participation, challenges arose, resulting in lower-than-expected completion. Subsequent revisions resulted in hybrid education, integrating classroom and e-learning with project mentoring. This funded e-learning research contributes knowledge to the growing specialty of professional development. J Contin Educ Nurs. 2017;48(7):304-311.
ISSN:0022-0124
1938-2472
DOI:10.3928/00220124-20170616-07