title: Evidence-Based Practice Beliefs and Implementation in Doctor of Nursing Practice Students.
abstract: BACKGROUND
  Doctors of Nursing Practice focus on leadership in evidence-based practice (EBP). EBP is influenced by one's beliefs in and implementation of EBP. Little is known to date about the EBP beliefs and implementation of Doctor of Nursing Practice students and outcomes of Doctor of Nursing Practice education.
  
  
  OBJECTIVE
  Guided by the Advancing Research and Clinical practice through close Collaboration (ARCC) Model, the Evidence-Based Practice Beliefs (EBPB) and Implementation (EBPI) tools were used to assess the impact of EBP as a program pillar, curricular thread, and content area on EBPB and EBPI of Doctor of Nursing Practice-Family Nurse Practitioner students.
  
  
  METHODS
  Five cohorts who completed the same curriculum were studied. Fifty-four of the 89 students across the five cohorts began and completed the study.
  
  
  RESULTS
  Paired t-test for group effects showed statistical significance from pre- to post-measure in students overall EBPB, t = 4.4 (52), p < .001, and EBPI, t = 8.4 (52), p < .001. A large effect size of .75 standard deviation (SD) gain above the mean for EBPB, and a very large effect size of 1 SD gain above the mean for EBPI were observed. Repeated measures ANOVA showed that all cohorts made gains across the curriculum. Effect sizes for EBPB ranged from .25 to 1 SD above the mean, and .75 to 1.5 for EBPI.
  
  
  CONCLUSIONS
  DNP students who are educated to be EBP leaders must have a curriculum that supports them in the knowledge and skill-set needed to translate evidence into practice. The ARCC Model can guide faculty in EBP curriculum development. EBPB and EBPI are valid and reliable measures to assess for gains across a curriculum. Through educational outcomes, educators can assess desired student outcomes for EBP across a curriculum and can build an evidence base for ongoing curriculum development.
authors.affiliation: Professor, Lienhard School of Nursing, College of Health Professions, Pace University, New York, NY, USA.
authors.forename: Joanne K
authors.initials: JK
authors.lastname: Singleton
mesh_terms: D000328:Adult; D000368:Aged; D000704:Analysis of Variance; D001291:Attitude of Health Personnel; D015331:Cohort Studies; D003469:Culture; D004511:Education, Nursing, Graduate / Q000706:statistics & numerical data / Q000639:trends*; D055317:Evidence-Based Practice / Q000193:education / Q000592:standards* / Q000706:statistics & numerical data; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D011594:Psychometrics / Q000295:instrumentation / Q000379:methods; D013338:Students, Nursing / Q000523:psychology* / Q000706:statistics & numerical data; D011795:Surveys and Questionnaires
keywords: ARCC Model; Doctor of Nursing Practice; educational curricula; evidence-based practice; students