Effectiveness of educational interventions on evidence-based practice for nurses in clinical settings: A systematic review and meta-analysis

Nur Diyana Sapri; Yan Ting Ng; Vivien Xi Wu; Piyanee Klainin-Yobas

doi:10.1016/j.nedt.2022.105295

Effectiveness of educational interventions on evidence-based practice for nurses in clinical settings: A systematic review and meta-analysis

Nurse Educ Today. 2022 Apr:111:105295. doi: 10.1016/j.nedt.2022.105295. Epub 2022 Feb 3.

Authors

Nur Diyana Sapri¹, Yan Ting Ng², Vivien Xi Wu³, Piyanee Klainin-Yobas⁴

Affiliations

¹ Khoo Teck Puat Hospital, 90 Yishun Central, Singapore 768828, Singapore. Electronic address: diyana.sapri@u.nus.edu.
² Khoo Teck Puat Hospital, 90 Yishun Central, Singapore 768828, Singapore. Electronic address: e0200804@u.nus.edu.
³ Alice Lee Centre for Nursing Studies, National University of Singapore, Level 2, Clinical Research Centre, 10 Medical Drive, Singapore 117597, Singapore. Electronic address: nurwux@nus.edu.sg.
⁴ Alice Lee Centre for Nursing Studies, National University of Singapore, Level 2, Clinical Research Centre, 10 Medical Drive, Singapore 117597, Singapore. Electronic address: nurpk@nus.edu.sg.

PMID: 35144204
DOI: 10.1016/j.nedt.2022.105295

Abstract

Objectives: This study aimed to synthesise the best available evidence on the effectiveness of education interventions to teach evidence-based practice (EBP) on nurse-related and patient-related outcomes.

Design: This is a systematic review and meta-analytic paper.

Data sources: Published and unpublished studies in English were searched from 10 databases from 2005 to 2021.

Review methods: Randomised controlled trials (RCTs) and clinical controlled trials (CCTs) describing education interventions to improve EBP knowledge, skills, attitude, confidence and behaviours among nurses were eligible. Two reviewers independently screened, appraised and extracted data. Meta-analysis was conducted using a random-effect model to synthesise data using review manager software. Standardised mean difference (SMD) represented an effect measure. Heterogeneity was assessed using Cochran-Q square test and I square statistics. Subgroup and narrative synthesis were also conducted.

Results: Ten studies (6 RCTs and 4 CCTs) were selected for this review. Results from a CCT suggested that education interventions improved EBP knowledge with a large effect size (SMD = 2.01). Education interventions also enhanced EBP skills (n = 1), combined knowledge/skills (SMD = 0.48, N = 5), attitude toward EBP (SMD = 0.39, N = 4), confidence to conduct EBP (SMD = 0.43, n = 1) and EBP behaviour (SMD = 0.26, n = 5). None of the studies used patient-related outcomes.

Conclusion: Overall, education interventions improved nurses' EBP knowledge, skills, attitude, confidence and behaviour. EBP education interventions should be part of nurses' professional development in clinical settings. The interventions may be delivered through combined lectures, group discussions, hands-on practice via face-to-face and/or online learning. Future research should test education interventions using RCTs, large sample size, and in-depth qualitative data.

Keywords: Confidence; Education; Evidence-based practice; Knowledge; Nurses; Skills; Systematic review.

Publication types

Meta-Analysis
Review
Systematic Review

MeSH terms

Delivery of Health Care
Education, Distance*
Evidence-Based Practice*
Humans
Knowledge