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오의금 ( Oh Eui-Geum ) - 연세대학교 간호대학
양유리 ( Yang You-Lee ) - 연세대학교 대학원 간호학과
유재용 ( Yoo Jae-Yong ) - 조선대학교 의과대학 간호학과
임지윤 ( Lim Ji-Yun ) - 연세대학교 세브란스병원 간호국
성지현 ( Sung Ji-Hyun ) - 연세대학교 간호대학
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Abstract
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Purpose: The current challenges faced by nurses in providing high quality and evidence-based practice (EBP) supported care require profound changes in nursing education. To understand the changes needed to strengthen EBP education, the researchers examined EBP self-efficacy, course needs, barriers, and facilitators for academic faculty and clinical nurse preceptors to teach EBP in undergraduate nursing curricula.
Methods: For this study, mixed-method approach was used with survey data collected from 73 academic faculty members from 54 universities. Further, 17 clinical nurse preceptors in three academic hospitals provided qualitative data for exploration of barriers and facilitators to teaching EBP. Data analysis used SPSS/WIN 21.0 and content analysis.
Results: Quantitative data showed that although the overall level of self-efficacy among faculty was moderate, the implementation levels were relatively low. Most faculty members agreed with the need to integrate EBP courses into undergraduate nursing curricula. The qualitative data showed that the barriers to teaching EBP were lack of knowledge, skill, and initial investment for teaching EBP; hierarchical, rules-oriented nursing culture; potential learner overloads in processing EBP; limited research dissemination and application. Facilitators were identified as the importance of EBP to the profession of nursing; collaboration in schools and hospitals; and continuing education in teaching/utilizing EBP.
Conclusion: The findings indicate that for successful integration of EBP ni nursing education there is a need for faculty training and integrated EBP courses.
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KeyWords
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근거기반실무, 간호교육제공자, 자기효능감, 교과과정
Evidence based practice, Nursing faculties, Self-efficacy, Curiculum
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원문 및 링크아웃 정보
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등재저널 정보
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