TY - JOUR
T1 - A Multicountry Study on Nursing Students’ Self-Perceived Competence and Barriers to Evidence-Based Practice
AU - Labrague, Leodoro J.
AU - McEnroe-Petitte, Denise
AU - D'Souza, Melba Sheila
AU - Cecily, Helen Shaji John
AU - Fronda, Dennis C.
AU - Edet, Olaide B.
AU - Ibebuike, Julia Enang
AU - Venkatesan, Latha
AU - Almazan, Joseph U.
AU - Al Amri, Majid
AU - Mirafuentes, Ephraim C.
AU - Cayaban, Arcalyd Rose R.
AU - Al Yahyaei, Asma
AU - Bin Jumah, Jawaher A.
N1 - Funding Information:
Leodoro J. Labrague, Lecturer, Sultan Qaboos University, Muscat, Oman; Denise McEnroe-Petitte, Associate Professor, Kent State University, Kent, OH, USA; Melba Sheila D’Souza, Associate Professor, Thompson Rivers University, British Columbia, Canada; Helen Shaji John Cecily, Assistant Professor, Majmaah University, Al Majma’ah, Saudi Arabia; Dennis C. Fronda, Lecturer, Sultan Qaboos University, Muscat, Oman; Olaide B. Edet, Professor, Calabar University, Calabar, Nigeria; Julia Enang Ibebuike, Senior Lecturer, Imo State University, Owerri, Nigeria; Latha Venkatesan, Professor, Apollo College of Nursing, Chennai, India; Joseph U. Almazan, Assistant Professor, Majmaah University, Al Majma’ah, Saudi Arabia; Majid Al Amri, Assistant Professor, Majmaah University, Al Majma’ah, Saudi Arabia; Ephraim C. Mirafuentes, Lecturer, Sultan Qaboos University, Muscat, Oman; Arcalyd Rose R. Cayaban, Lecturer, Sultan Qaboos University, Muscat, Oman; Asma Al Yahyaei, Lecturer, Sultan Qaboos University, Muscat, Oman; Jawaher A. Bin Jumah, Lecturer, King Saud University, Riyadh, Saudi Arabia We acknowledge the expertise of Dr. Sinan Kiwawa. This study was funded by the Internal Grant of Sultan Qaboos University in Oman.
Publisher Copyright:
© 2019 Sigma Theta Tau International
PY - 2019/6
Y1 - 2019/6
N2 - Background: Nursing education and training are essential in the attainment of evidence-based practice (EBP) competence in nursing students. Although there is a growing literature on EBP among nursing students, most of these studies are confined to a single cultural group. Thus, cross-cultural studies may provide shared global perspectives and theoretical understandings for the advancement of knowledge in this critical area. Aims: This study compared self-perceived EBP competence among nursing students in four selected countries (India, Saudi Arabia, Nigeria, and Oman) as well as perceived barriers to EBP adoption. Methods: A descriptive, cross-sectional, and comparative survey of 1,383 nursing students from India, Saudi Arabia, Nigeria, and Oman participated in the study. The Evidence-Based Practice Questionnaire (EBP-COQ) and the BARRIERS scale were used to collect data during the months of January 2016 to August 2017. Results: Cross-country comparisons revealed significant differences in EBP competence (F = 24.437, p <.001), knowledge (F = 3.621, p =.013), skills (F = 9.527, p <.001), and attitudes (F = 74.412, p <.001) among nursing students. Three variables including nursing students’ gender (β =.301, p <.001), type of institution, (β = −0.339, p =.001), and type of nursing student (β =.321, p <.001) were associated with EBP competence. Barriers to EBP adoption included having no authority to change patient care policies (M = 1.65, SD = 1.05), slow publication of evidence (M = 1.59, SD = 1.01), and paucity of time in the clinical area to implement the evidence (M = 1.59, SD = 1.05). Linking Evidence to Action: Both academe and hospital administration can play a pivotal role in the successful acquisition of EBP competence in nursing students.
AB - Background: Nursing education and training are essential in the attainment of evidence-based practice (EBP) competence in nursing students. Although there is a growing literature on EBP among nursing students, most of these studies are confined to a single cultural group. Thus, cross-cultural studies may provide shared global perspectives and theoretical understandings for the advancement of knowledge in this critical area. Aims: This study compared self-perceived EBP competence among nursing students in four selected countries (India, Saudi Arabia, Nigeria, and Oman) as well as perceived barriers to EBP adoption. Methods: A descriptive, cross-sectional, and comparative survey of 1,383 nursing students from India, Saudi Arabia, Nigeria, and Oman participated in the study. The Evidence-Based Practice Questionnaire (EBP-COQ) and the BARRIERS scale were used to collect data during the months of January 2016 to August 2017. Results: Cross-country comparisons revealed significant differences in EBP competence (F = 24.437, p <.001), knowledge (F = 3.621, p =.013), skills (F = 9.527, p <.001), and attitudes (F = 74.412, p <.001) among nursing students. Three variables including nursing students’ gender (β =.301, p <.001), type of institution, (β = −0.339, p =.001), and type of nursing student (β =.321, p <.001) were associated with EBP competence. Barriers to EBP adoption included having no authority to change patient care policies (M = 1.65, SD = 1.05), slow publication of evidence (M = 1.59, SD = 1.01), and paucity of time in the clinical area to implement the evidence (M = 1.59, SD = 1.05). Linking Evidence to Action: Both academe and hospital administration can play a pivotal role in the successful acquisition of EBP competence in nursing students.
KW - attitudes
KW - competence
KW - cultural implications
KW - evidence-based practice
KW - knowledge
KW - multicountry research
KW - nursing student
KW - skills
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U2 - 10.1111/wvn.12364
DO - 10.1111/wvn.12364
M3 - Article
C2 - 31025477
AN - SCOPUS:85064898305
SN - 1545-102X
VL - 16
SP - 236
EP - 246
JO - Worldviews on Evidence-Based Nursing
JF - Worldviews on Evidence-Based Nursing
IS - 3
ER -