Development and validation of the competence in evidence based practice questionnaire (EBP-COQ) among nursing students

BMC Medical Education (Impact Factor: 1.22). 02/2013; 13(1):19. DOI: 10.1186/1472-6920-13-19
Source: PubMed


Nursing educators need rigorously developed instruments to assess competency in evidence based practice (EBP) at undergraduate level. This concept is defined as the capability to choose and use an integrated combination of knowledge, skills and attitudes with the intention to develop a task in a certain context. Also, we understand that EBP is gaining knowledge and skills, as well as increasing positive attitudes toward EBP that will promote a change in behaviour to implement EBP in practice. This study aims to develop a psychometric test of the Evidence Based Practice Evaluation Competence Questionnaire (EBP-COQ) among undergraduate nursing students.

The questionnaire was developed by item generation through a review of scientific literature and focus groups. The instrument was validated in terms of content validity through an expert review. The EBP-COQ was administered to a cohort of nursing students (n =100) to evaluate test reliability and select the best items. Psychometric properties of the final instrument were assessed in a sample of 261 nursing students.

The EBP-COQ consisted of 25 items. A factorial analysis grouped the items into the three categories that define competence relating to EBP: attitude, knowledge and skills. Cronbach’s alpha was 0.888 for the entire questionnaire. The factor solution explained 55.55% of the variance.

EBP-COQ appears to measure with adequate reliability the attributes of undergraduate nursing students’ competence in EBP. The instrument is quick to disseminate and easy to score, making it a suitable instrument for nursing educators to evaluate students’ self-perceived competence in EBP.

Download full-text


Available from: Teresa Moreno-Casbas,
  • [Show abstract] [Hide abstract]
    ABSTRACT: To report an analysis of the concept of evidence-based practice competence for nurses using Walker and Avant's (2011) eight-step, iterative concept analysis process as a guide. Cumulative Index to Nursing and Allied Health Literature, PubMed, OVID, PsycINFO, and Sociological Abstracts were searched. References were read and analyzed according to associated meanings, usages, attributes, antecedents, consequences, and empirical referents. An operational definition for the concept was developed. A clear and operational definition of evidence-based practice competence will help guide nurses at all levels of experience to use the best available evidence for improving the quality of care and maximizing patient outcomes.
    International journal of nursing knowledge 05/2014; 25(3). DOI:10.1111/2047-3095.12035 · 0.40 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: Abstract Background: Measuring of Evidence-Based Practice (EBP) competence is a challenge in health care setting. Aim: The purpose of this study was to evaluate the psychometric properties of the Korean version of the Evidence-Based Practice Questionnaire. Methods/Design: Data were collected from Korean clinical nurses (N = 801) who worked in acute care settings. Exploratory factor analysis and confirmatory factor analysis were performed to assess its construct validity. Concurrent validity and internal consistence were also assessed. Results: Findings identified that exploratory factor analysis revealed a three-factor solution with 64.4% of total variance explained. The factor loadings ranged from 0.431 to 0.900 for the 24 items. The instrument showed good reliability and concurrent validity with the Critical Thinking Disposition scale. Confirmatory factor analysis revealed that the Korean version of the Evidence-Based Practice Questionnaire was acceptable. Conclusion: The Korean version of the Evidence-Based Practice Questionnaire is a valid and reliable evaluation measure of evidence-based practice competencies of nurses in South Korea.
    Contemporary nurse: a journal for the Australian nursing profession 11/2014; 49(1):5163-5187. DOI:10.5172/conu.2014.5163 · 0.65 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: The aim of this study was to identify existing tools that purport to measure clinical nursing competence through the use of a systematic literature review to consider the possibilities of using them in nursing education in Slovenia. A systematic literature review following PRISMA guidelines. The databases that were searched included MEDLINE, Cinahl, Cochrane Library and Science Direct. The search was limited to available full text articles in English, published between 2003 and 2013. After applying the inclusion and exclusion criteria, seven papers were included. The review indicated the availability of some highly reliable tools that enable assessment of clinical competences in nursing education. At the same time, however, it is still not clear as to what competences nursing students must achieve during their education. Our review showed that various tools exist for assessing clinical nursing competences. In addition, for each country it is important to compose an assessment tool, which measures actual clinical nursing competences, and means customized for their needs and based on their national guidelines. Slovenia has three academic faculties and five colleges with a nursing education program. Common standards regarding assessment of nursing competences among them would definitely lead to better practices and success of graduates and subsequently for the professionals in nursing field. What emerges from the literature is the need to move forward, to foster creativity, freedom of thought and originality and for these reasons we have to consider the possibility of developing a model for obtaining universal clinical competencies. Copyright © 2015 Elsevier Ltd. All rights reserved.
    Nurse Education Today 01/2015; 35(4). DOI:10.1016/j.nedt.2014.12.023 · 1.36 Impact Factor
Show more