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Revista Cuidarte
versão impressa ISSN 2216-0973versão On-line ISSN 2346-3414
Resumo
VASQUEZ, Skarlet Marcell; BONILLA-MARCIALES, Adriana Patricia e JAIMES-VALENCIA, Mary Luz. Strategies for developing evidence-based practice skills across the nursing curriculum. Rev Cuid [online]. 2023, vol.14, n.3, e14. Epub 24-Dez-2023. ISSN 2216-0973. https://doi.org/10.15649/cuidarte.3089.
Introduction:
Teaching evidence-based practice is a recognized worldwide strategy for improving health care quality. Objective: To identify the level of evidence-based practice competencies of nursing students according to the characteristics of the curriculum followed in a Colombian university.
Materials and Methods:
Cross-sectional study measuring nursing students in three periods (N=125): Curriculum-1 without research training (n=24); Curriculum-2 with research training (n=55); Curriculum-3 with evidence-based practice training (n=46). The primary outcome was evidence-based practice competencies measured by attitude, knowledge, and skills.
Results:
The global competence score was 4.08 (interquartile range = 3.84-4.32), and no statistically significant differences were observed between the scores obtained by students in the three curricula. However, knowledge competencies for evidence-based practice were significantly higher in the Curriculum 3 group.
Discussion:
Some authors have described the relationship between the timing of curricular transformations and the development of progressive competencies as a staggered process whose results are reflected in at least one complete curricular cycle after its implementation.
Conclusions:
The curricular adjustments made at this institution have improved the perception of knowledge in evidence-based practice among nursing students; however, it is necessary to continue working on effective pedagogical strategies that enhance the skills for its implementation. This information provides guidance for curriculum planning.
Palavras-chave : Curriculum; Competency-Based Education; Students Nursing; Evidence-Based Practice.