J Korean Acad Soc Nurs Educ.  2015 Feb;21(1):119-128. 10.5977/jkasne.2015.21.1.119.

The Effects of an Evidence-based Nursing Course Using Action Learning on Undergraduate Nursing Students

• Jang KS
• Kim EA
• Park H

• KMID: 2327558
• DOI: http://doi.org/10.5977/jkasne.2015.21.1.119

Abstract

PURPOSE
This study was conducted to evaluate the effectiveness of an evidence-based nursing (EBN) course using action learning-based team learning in undergraduate nursing students.
METHODS
A quasi-experimental pretest-posttest control group design was employed. The participants who consented were 45 second-year nursing students (22 in the experimental, 23 in the control group) from a university in G-city, Korea. The intervention included lectures, practicals, team activities and reflection on overviewing EBN, formulating clinical questions, searching the evidence, and criticizing the research articles. At the beginning and the end of the 7-week EBN course, the participants completed self-reported questionnaires. Frequencies, chi2-test, t-test, and ANCOVA with the SPSS program 18.0, were used to analyze the data.
RESULTS
The experimental group showed significantly higher scores on EBN competency (F=25.80, p<001), information literacy (F=13.75, p=.001), and proactivity in problem solving (F=5.32, p=.026) than the control group.
CONCLUSION
This study provides evidence that an EBN course improves undergraduate nursing students' EBN competencies, information literacy, and proactivity in problem solving. Team learning in EBN education can be an effective teaching strategy.

Keyword

Evidence-based nursing; Education; Information literacy; Problem solving; Nursing students

MeSH Terms

Education
Evidence-Based Nursing*
Humans
Information Literacy
Korea
Learning*
Lectures
Nursing
Problem Solving
Surveys and Questionnaires
Students, Nursing*