Assessing Evidence-Based Practice Shifts Among Doctor of Nursing Education Students: Pre/Post Design

Abstract

Background: Nurse educators are critical in advancing evidence-based practice (EBP) in academic and clinical settings. However, limited research exists on how doctoral education influences their EBP beliefs and implementation skills. Purpose: This study evaluated changes in EBP beliefs and implementation among Doctor of Nursing Education (DNE) students over time. Methods: Using a pre/post single-group design, surveys were administered during the first-year EBP course and again during the second-year Capstone course. Instruments included the EBP Beliefs and EBP Implementation Scales for Educators. Results: Thirteen students participated; eleven completed both surveys. Belief scores significantly improved (mean: 83.5 to 97.5; p = .004; g = 1.6), as did implementation scores (mean: 17.5 to 42.4; p = .004; g = 1.7). Conclusions: This study's findings suggest that the DNE curriculum effectively strengthens educators’ EBP beliefs and implementation. The longitudinal assessment demonstrated meaningful gains in applying evidence-based teaching strategies.A one-year embargo was granted for this item.Academic Major: Nursin