title: Promoting nurses' knowledge in evidence-based practice: do educational methods matter?
abstract: Evidence-based practice (EBP) is a mandate for nursing practice. Education on EBP has occurred in academic settings, but not all nurses have received this training. The authors describe a randomized controlled pretest/posttest design testing the differences in effectiveness of two educational methods to improve nurses' knowledge, attitudes, and practice of EBP. Results indicated both methods improved self-reported practice. On the basis of the study findings, staff development educators can select the teaching method that best complements their organizational environment.
authors.affiliation: Sharp Memorial Hospital, San Diego, California, USA. Belinda.toole@sharp.com
authors.forename: Belinda M
authors.initials: BM
authors.lastname: Toole
authors.forename: Jaynelle F
authors.initials: JF
authors.lastname: Stichler
authors.forename: Laurie
authors.initials: L
authors.lastname: Ecoff
authors.forename: Lisa
authors.initials: L
authors.lastname: Kath
mesh_terms: D000328:Adult; D000368:Aged; D004521:Educational Measurement; D055318:Evidence-Based Nursing / Q000193:education*; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007318:Inservice Training; D008297:Male; D008875:Middle Aged; D017145:Models, Educational