Author

Amy L. Smith

Date of Award

4-27-2019

Document Type

Thesis

Degree Name

Doctor of Nursing Practice (DNP)

Department

Nursing

Advisor

Dr. John Chovan, Ph.D.

First Committee Member

Dr. Karen Hughes, Ph.D.

Second Committee Member

Dr. Kay Ball, Ph.D.

Third Committee Member

Dr. Judith Bartley, Ph.D.

Keywords

Evidence-Based Nursing, Nurse Residency Program, Teaching Method, New Graduate Nurse, Transition to Practice, Self-Efficacy in EBP Scale

Subject Categories

Nursing

Abstract

EBP training is effective in improving nurses’ knowledge of and attitudes toward EBP, however, it does not consistently result in behavior change (Jackson, 2016; Black, Balneaves, Garossino, Puyat & Qian, 2015). Previous studies support the role of self-efficacy in promotion of EBP implementation (Blackman & Giles, 2017; Ryan, 2016). The purpose of this project is to examine how EBP training provided to nurse residents affects their EBP self-efficacy and outcome expectancy. A convenience sample of nurse residents in two acute care hospital residency programs were surveyed using an instrument found to be valid and reliable by Chang and Crowe (2011) which measures self-efficacy and outcome expectancy of evidence-based practice (Cronbach’s alpha =0.96). Data analysis of the difference in EBP self-efficacy scores at the mid point of the residency program demonstrated that the training provided to the residents did not significantly affect the nurse residents’ EBP total self-efficacy scores or subscale measures, but a significant decrease in total outcome expectancy scores was found (p<.05).

Included in

Nursing Commons

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