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Effectiveness of a technology-based intervention to teach evidence-based practice

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dc.contributor.author Doumit, Rita
dc.contributor.author Zeeni, Nadine
dc.contributor.author Sukkarieh-Haraty, Ola
dc.contributor.author Milane, Aline
dc.contributor.author Long, JoAnn D.
dc.contributor.author Gannaway, Paula
dc.contributor.author Ford, Cindy
dc.contributor.author Byers, Beverly
dc.contributor.author Harrison, LaNell
dc.contributor.author Hatch, Daniel
dc.contributor.author Brown, Justin
dc.contributor.author Proper, Sharlan
dc.contributor.author White, Patricia
dc.contributor.author Song, Huaxin
dc.date.accessioned 2016-10-04T10:42:40Z
dc.date.available 2016-10-04T10:42:40Z
dc.date.copyright 2016 en_US
dc.date.issued 2016-10-04
dc.identifier.issn 1545-102X en_US
dc.identifier.uri http://hdl.handle.net/10725/4501
dc.description.abstract Background: As the world becomes increasingly digital, advances in technology have changed how students access evidence-based information. Research suggests that students overestimate their ability to locate quality online research and lack the skills needed to evaluate the scientific literature. Clinical nurses report relying on personal experience to answer clinical questions rather than searching evidence-based sources. To address the problem, a web-based, evidence-based research (EBR) tool that is usable from a computer, smartphone, or iPad was developed and tested. The purpose of the EBR tool is to guide students through the basic steps needed to locate and critically appraise the online scientific literature while linking users to quality electronic resources to support evidence-based practice (EBP). Methods: Testing of the tool took place in a mixed-method, quasi-experimental, and twopopulation randomized controlled trial (RCT) design in a U.S. and Middle East university. Results: A statistically significant improvement in overall research skills was supported in the quasi-experimental nursing student group and RCT nutrition student group using the EBR tool. A statistically significant proportional difference was supported in the RCT nutrition and PharmD intervention groups in participants’ ability to distinguish the credibility of online source materials compared with controls. The majority of participants could correctly apply PICOTS to a case study when using the tool. Conclusions: The data from this preliminary study suggests that the EBR tool enhanced student overall research skills and selected EBP skills while generating data for assessment of learning outcomes. en_US
dc.language.iso en en_US
dc.title Effectiveness of a technology-based intervention to teach evidence-based practice en_US
dc.type Article en_US
dc.description.version Published en_US
dc.author.school SOP en_US
dc.author.school SAS
dc.author.school SON
dc.author.idnumber 200200810 en_US
dc.author.idnumber 201000400
dc.author.idnumber 201005492
dc.author.idnumber 200904164
dc.author.department Pharmaceutical Sciences en_US
dc.description.embargo N/A en_US
dc.relation.journal Worldviews on Evidence-Based Nursing en_US
dc.journal.volume 13 en_US
dc.journal.issue 1 en_US
dc.article.pages 59-65 en_US
dc.keywords Evidence-based practice en_US
dc.keywords Technology en_US
dc.keywords Research en_US
dc.keywords World wide web en_US
dc.identifier.ctation Long, J. D., Gannaway, P., Ford, C., Doumit, R., Zeeni, N., Sukkarieh‐Haraty, O., ... & Brown, J. (2016). Effectiveness of a technology‐based intervention to teach evidence‐based practice: The EBR Tool. Worldviews on Evidence‐Based Nursing, 13(1), 59-65. en_US
dc.author.email rita.doumit@lau.edu.lb en_US
dc.author.email nadine.zeeni@lau.edu.lb
dc.author.email ola.sukkarieh@lau.edu.lb
dc.author.email aline.milane@lau.edu.lb
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url http://onlinelibrary.wiley.com/doi/10.1111/wvn.12132/pdf en_US
dc.orcid.id https://orcid.org/0000-0003-1374-2751 en_US


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