Article

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

ABSTRACT

Background
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.

Methods
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.

Results
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.

Conclusions
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.

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    • "An updated literature review was conducted every 6 months after the onset of this project. Two additional survey instruments were identified which again did not adequately assess the three domains of interest (see Table 1).[5,7,9,16171819202122232425262728293031An extensive search of the literature using EBSCO Host Medline, Cumulative Index toNursing(HAPI) was performed from 1980-2015. "

    Preview · Article · Jan 2016
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    • "One tool, the EBP-COQ (Ruzafa-Martinez et al., 2013), was developed specifically for undergraduate nursing students. The tool was designed specifically for use in a Spanish context and has demonstrated evidence of reliability and validity. "
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    ABSTRACT: Background: The assessment of learning and teaching of Evidence-based Practice (EBP) in nursing is an important issue, yet few tools have been developed specifically for use with student nurses. Therefore, the Evidence-based Practice Questionnaire (EBPQ), which has been successfully used to measure EBP in nurses and nurse educators, was revised to develop a Student version (S-EBPQ). Objective: The purpose of the study was to develop a student version of the Evidence-based Practice Questionnaire (EBPQ) and test its psychometric properties with a UK undergraduate student population. Design: Instrument development study. Participants and method: Two hundred and forty-four undergraduate nursing students from an English University were recruited over a three year period to complete the EBPQ. This data was submitted to reliability analysis based on Item Response Theory and Exploratory Factor Analysis to explore construct validity. Results: Principal Component Analysis demonstrated evidence for the S-EBPQ's construct validity, and analyses comparing the subscale scores of students in their first and second years of studies identified evidence for the tool's convergent validity. Descriptive statistics, correlation coefficients and reliability estimates demonstrated evidence for the S-EBPQ's internal reliability, and item facility and discrimination. Conclusion: The S-EBPQ appears to be a psychometrically robust measure of EBP use, attitudes, and knowledge and skills (regarding the retrieval and evaluation of evidence, and the application and sharing of EBP). It may therefore provide an effective means of evaluating learning of EBP with undergraduate nursing students.
    Full-text · Article · Nov 2015 · Nurse education today
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    ABSTRACT: PurposeTo 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. Data SourcesCumulative Index to Nursing and Allied Health Literature, PubMed, OVID, PsycINFO, and Sociological Abstracts were searched. Data SynthesisReferences were read and analyzed according to associated meanings, usages, attributes, antecedents, consequences, and empirical referents. Conclusion An operational definition for the concept was developed. Implications for Nursing PracticeA 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.
    No preview · Article · May 2014 · International journal of nursing knowledge
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