EVALUATING THE EFFECTIVENESS OF A SMALL-GROUP EDUCATIONAL PROGRAM FOR NURSES ON PROMOTING EVIDENCE-BASED PRACTICE: A MIXED METHODS APPROACH

Abstract

Background: Evidence-Based Practice (EBP) is crucial in enhancing patient outcomes, improving clinical decision-making, and ensuring high-quality care. However, the integration of EBP into nursing practice remains a challenge due to barriers such as limited knowledge, skills, and institutional support. Educational interventions, particularly small-group learning programs, have been shown to be effective in promoting EBP adoption among healthcare professionals (Saunders et al., 2019). This pilot study aims to evaluate the impact of a small-group educational program on nurses' EBP knowledge, skills, and attitudes. Objectives: The primary objective of this study is to assess the effectiveness of a four-week small-group educational program in improving nurses' understanding of EBP concepts, their ability to apply EBP in clinical practice, and their attitudes toward the practice. Secondary objectives include identifying the barriers to EBP implementation and gathering feedback on the educational program's content and delivery. Methods: A mixed-methods approach was employed, involving both quantitative and qualitative data collection. Nurses were recruited from a hospital setting and completed pre- and post-intervention surveys to measure changes in EBP knowledge, skills, and attitudes. Qualitative data were gathered through focus group discussions to explore participants’ experiences and perceived barriers to EBP adoption. The intervention consisted of four weekly sessions covering the EBP process, formulation of clinical questions, searching for evidence, critical appraisal, and integrating evidence into practice (Melnyk & Fineout-Overholt, 2022).Results: The results showed a significant increase in participants' EBP knowledge and confidence in applying EBP in their clinical practice. Participants reported improvements in their ability to formulate clinical questions using the PICO framework and to critically appraise research evidence. Attitudes toward EBP became more positive, with nurses expressing greater motivation to use evidence in their clinical decision-making. Barriers identified included lack of time, limited access to resources, and resistance to change among colleagues. Feedback on the program indicated that the small-group format and hands-on activities were highly valued (Chua et al., 2020).Conclusion: This pilot study suggests that small-group educational programs are an effective method for improving nurses' EBP knowledge, skills, and attitudes. The findings support the need for continued efforts to incorporate EBP training into nursing education and practice, addressing barriers to successful implementation. Future research should focus on larger-scale studies and exploring long-term outcomes of such educational interventions.