title: Development of the Student Evidence-based Practice Questionnaire (S-EBPQ).
abstract: BACKGROUND
  The assessment of learning and teaching of Evidence-based Practice (EBP) in nursing is an important issue, yet few tools have been developed specifically for use with student nurses. Therefore, the Evidence-based Practice Questionnaire (EBPQ), which has been successfully used to measure EBP in nurses and nurse educators, was revised to develop a Student version (S-EBPQ).
  
  
  OBJECTIVE
  The purpose of the study was to develop a student version of the Evidence-based Practice Questionnaire (EBPQ) and test its psychometric properties with a UK undergraduate student population.
  
  
  METHODS
  Instrument development study.
  
  
  METHODS
  Two hundred and forty-four undergraduate nursing students from an English University were recruited over a three year period to complete the EBPQ. This data was submitted to reliability analysis based on Item Response Theory and Exploratory Factor Analysis to explore construct validity.
  
  
  RESULTS
  Principal Component Analysis demonstrated evidence for the S-EBPQ's construct validity, and analyses comparing the subscale scores of students in their first and second years of studies identified evidence for the tool's convergent validity. Descriptive statistics, correlation coefficients and reliability estimates demonstrated evidence for the S-EBPQ's internal reliability, and item facility and discrimination.
  
  
  CONCLUSIONS
  The S-EBPQ appears to be a psychometrically robust measure of EBP use, attitudes, and knowledge and skills (regarding the retrieval and evaluation of evidence, and the application and sharing of EBP). It may therefore provide an effective means of evaluating learning of EBP with undergraduate nursing students.
authors.affiliation: Health Research Institute, University of Canberra, ACT, Australia. Electronic address: penney.upton@canberra.edu.au.
authors.forename: Penney
authors.initials: P
authors.lastname: Upton
authors.affiliation: University of Worcester, Worcester, UK. Electronic address: l.scurlock-evans@worc.ac.uk.
authors.forename: Laura
authors.initials: L
authors.lastname: Scurlock-Evans
authors.affiliation: Faculty of Health, University of Canberra, ACT, Australia. Electronic address: dominic.upton@canberra.edu.au.
authors.forename: Dominic
authors.initials: D
authors.lastname: Upton
mesh_terms: D000293:Adolescent; D000328:Adult; D015400:Clinical Nursing Research; D004508:Education, Nursing, Baccalaureate; D055317:Evidence-Based Practice / Q000592:standards* / Q000706:statistics & numerical data; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008297:Male; D011594:Psychometrics / Q000592:standards; D015203:Reproducibility of Results; D057566:Self Report; D013338:Students, Nursing; D011795:Surveys and Questionnaires; D006113:United Kingdom; D055815:Young Adult
keywords: Attitudes; Evidence-based Practice; Instrument development; Knowledge; Student nurses