ArticleBMC nursing2026
Effects of an evidence-based practice intensive on competency: a pre/post domain-level program evaluation.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
2 authors.
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Abstract
backgroundNurses struggle to engage meaningfully in all aspects of the evidence-based practice (EBP) process. This is due to a variety of barriers at the organizational and interpersonal level. Providing education can not only increase knowledge, but also potentially address other aspects of competency, such as attitudes and behaviors, as well as provides demonstrable organizational support. The aim of this initiative was to increase nurses' competency in the EBP process by implementing and evaluating a cohorted, hands-on educational program.
methodsSubject matter experts created and facilitated a cohorted EBP intensive course that included didactic work and the completion of an EBP project, from problem identification to dissemination. A pre/post course evaluation was used to examine the effects of the course on nurses' EBP values, knowledge, and implementation behaviors. Other project outcomes, such as impact on future research, publications, and presentations were also tracked.
resultsAs of 2020, four cohorts had been held with a total of 53 participants across 5 and the 6 hospitals in the health system. There were no significant differences between pre/post value and implementation scores; however, there was statistically significant improvement in perceived knowledge scores with a large effect size. The cohorts produced 5 conference presentations, 5 published manuscripts, and provided the background for 3 multi-site research studies linked to Magnet designation.
conclusionParticipants demonstrated statistically significant improvement in perceived knowledge, and non-statistically significant decreases in perceived value and increases in implementation. There were no differences in domains as compared to years of experience. This evaluation underscores the importance of addressing all domains of competency, and the dual focus on skill development and real-world application demonstrates the potential for education programs to simultaneously build capacity and advance the profession's evidence base while acknowledging the need for systemic, sustainable supports.
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