临床护理教学中循证理念和基本能力培养-护理学专业论文.docxVIP

华 中 华 中 科 技 大 学 硕 士 学 位 论 文 PAGE 4 PAGE 4 EBN related knowledge and attitude. Previous experience of EBN training was a positive factor of the level of evidence-based knowledge and behavior at this stage, while previous experience of evidence-based practice was a positive influencing factor of current EBN related knowledge. Statistically significant differences in the mean scores of EBP knowledge, attitude and belief, and behavior (t=-11.64, t=-4.24, t=-8.95, P0.001) levels were found after students participated in the learning program. A total of 72 participants (97.3%) showed some or complete satisfaction with the learning strategies and statistical difference (χ2=4.5709, P0.05) and more satisfaction with workshop were shown in addition. More than 90% of the participants found improvement in analytical and problem-solving ability, independent learning ability, cooperative and communication ability, evidence-based conception and scientific research ability, among which the proportions for obvious improvement were 31.1%, 45.9%, 44.6%, 27.0% and 24.3% respectively. More than half of the students (n=43, 58.1%) thought learn EBP in clinical practice as the best way to learn, while the primary barrier during learning process was a lack of literature retrieval and evaluation skills (n=37, 50%). Conclusions Although nursing students have positive attitudes and confidence about EBP, there remains a substantial gap in knowledge and practice level. The undergraduate nursing students are the most appropriate people for EBP training. The evidence-based learning plan should be based on their competencies and we need provide more opportunities for their EBP training. Meanwhile, through continuous learning of EBN knowledge and implementing evidence-based practice they can gradually base nursing care on evidence in clinical work. This study provides evidence that a learning program through the SDL and workshop strategies can effectively equip undergraduate nursing students with