A theory-based research literacy intervention for nurses: A pilot study.
education
evidence based
innovations
quantitative
research
teaching/learning
Journal
Nursing forum
ISSN: 1744-6198
Titre abrégé: Nurs Forum
Pays: United States
ID NLM: 0401006
Informations de publication
Date de publication:
Nov 2022
Nov 2022
Historique:
revised:
05
05
2022
received:
25
10
2021
accepted:
19
06
2022
pubmed:
20
7
2022
medline:
21
12
2022
entrez:
19
7
2022
Statut:
ppublish
Résumé
Difficulties with understanding research literature can lead to nurses having low engagement with evidence-based practice (EBP). This study aimed to test the feasibility of an education intervention using an academic literacies approach to improve nurses' research literacy. An interactive workshop was devised utilizing genre analysis and tested in a pre/post pilot study. EBP self-efficacy was measured at baseline and posttest using the Self-Efficacy in Evidence-Based Practice instrument (26 items on an 11-point scale for total scores from 0 to 260). Research comprehension was measured with a 10-question quiz (range 0-10). When analyzed with a paired t-test, EBP self-efficacy increased significantly (MD: 56.9, SD: 39.9, t = 4.5, df = 9, p < .001). Research comprehension also improved (MD: 1.1; SD: 1.1, t = 2.9, df 9, p < .01). The workshop evaluations (n = 9) were overwhelmingly positive. This novel approach to research pedagogy aligns well with adult learning theory and social learning theory and is suitable for small group learning in continuing education. There is considerable potential for further work in this area. Genre analysis shows promise as a strategy for teaching nurses to understand research literature.
Identifiants
pubmed: 35852440
doi: 10.1111/nuf.12780
pmc: PMC10084423
doi:
Types de publication
Journal Article
Langues
eng
Pagination
1052-1058Subventions
Organisme : Australian College of Nursing
ID : Florence Nightingale Scholarship
Informations de copyright
© 2022 The Authors. Nursing Forum published by Wiley Periodicals LLC.
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