Taking Action: Implementation and Outcomes of an Instructor-Led Evidence-Based Practice Course in a Magnet Hospital

BACKGROUND: Use of evidence-based practice (EBP) is imperative to ensure safe patient care; however, literature reveals that nurses identify barriers to developing and implementing EBP, such as lack of knowledge, training, and mentorship. The purpose of this study was to explore the effects of an instructor-led EBP program on nurses' beliefs, implementation self-efficacy, and competency using EBP in a clinical setting. METHOD: The eight-session program included instruction and interactive activities covering EBP implementation strategies following the Iowa Model Revised: Evidence-Based Practice to Promote Excellence in Health Care. Pre- and post-program survey data were used to evaluate program effectiveness. RESULTS: Statistical analysis of survey responses from 11 participants revealed significant improvements in EBP beliefs and self-perceived competency to engage in EBP. Non-significant improvements were seen in EBP implementation self-efficacy. CONCLUSION: The findings validate the effectiveness of an intentional, RN-tailored educational initiative in elevating nurses' EBP beliefs, competency, and implementation self-efficacy.