Factors Influencing Undergraduate Students’ Intention to Use Evidence‐Based Practice After Graduation: Development and Validation of a Theory‐Based Prediction Model

• Published in: Worldviews on evidence-based nursing 2019-10, Vol.16 (5), p.397-407
• Main Authors: Ramis, Mary‐Anne, Chang, Anne, Nissen, Lisa
• Format: Article
• Language: English
• Subjects: Adult; application of theory; casual modeling/structural modeling equation; correlational; Curricula; curriculum; Education, Nursing, Baccalaureate - methods; Education, Nursing, Baccalaureate - standards; Education, Nursing, Baccalaureate - statistics & numerical data; education/curriculum/learning; Evidence-based nursing; Evidence-Based Nursing - education; Evidence-Based Nursing - methods; evidence‐based practice; Female; Forecasting - methods; Humans; Intention; Male; Nursing education; Psychometrics - instrumentation; Psychometrics - methods; Reproducibility of Results; Self Efficacy; Students, Nursing - psychology; Students, Nursing - statistics & numerical data; University students
• ISSN: 1545-102X; 1741-6787
• DOI: 10.1111/wvn.12384

Background Despite curriculum requirements for evidence‐based practice (EBP) to be a key component of undergraduate health students’ training, few studies have investigated factors influential to students’ intention to use EBP after graduation. Self‐efficacy is known to mediate and motivate behavior; therefore, it may be a crucial factor linking undergraduate students’ EBP education and adoption of positive EBP behaviors. Aims To develop, test, and validate a multivariate, theory‐based prediction model with the outcome of students’ intention to use EBP after graduation. Methods A correlational study with structural equation modeling was conducted. Model factors were determined from Bandura's self‐efficacy theory and previous literature. An online survey comprised of seven validated scales and a demographic tool was distributed to a sample of undergraduate nursing and paramedic students. Two episodes of data collection were conducted to test and validate the model. Results Evidence‐based practice beliefs directly and significantly influenced student intention to use EBP in both models. Sources of EBP self‐efficacy also had significant but indirect influence on the outcome variable. Overall variance for intention to use EBP was 25% for the initial model and 18% for the validated model. Linking Evidence to Action Evidence‐based practice curriculum that supports positive EBP beliefs and integrates Bandura's sources of self‐efficacy has potential to positively influence students’ intention to use EBP after graduation.