Evaluating the Effects of Education on the Understanding and Acceptance of Evidence-based Performance by Nurses

Abstract

Introduction: Evidence-based performance is a problem-solving approach to provide more effective
decision-making, avoid repetitive care, facilitate providingservices, and empower employees. Continuous
training enables nurses to provide valuable services to patients. The aim of this study was to determine
the effects of education on the understanding and acceptanceof evidence-based performance by nurses
workingin the infectious and internal wards of Imam Reza Hospital of Kermanshah (Iran) in 2019.
Materials and Methods: In this experimentalstudy,participants were selected byavailable sampling and
randomly divided into two groups (n=50 per group). The data was collected using 3 questionnaires: a
standard questionnaire for understanding a standard evidence-based performance acceptance questionnaire
(Robin and Parish, 2010), and a demographic questionnaire addressing age, gender, work experience,
monthly income, education, ward, employment status, and acquaintance with evidence-based performance.
Data analysis was performed in SPSS 19 software.
Results: The mean score of the understanding significantly increased from 78.24 at pre-education to88.04
at post-education in the intervention group while there was no significant alternation in the mean score of
control group comparing pre- and post-education (85.38 vs. ,respectively). The mean score of acceptance also
significantly increased in the intervention group comparingbefore (37.66) with after (37.66) education. In
the control group, the mean acceptance scores were 35.02 and 34.98before and aftereducation, respectively.
Conclusion: Education can improve the level of understanding and acceptance of evidence-based
performance by nurses; therefore, it is recommended to includecontinuous educational programs in hospitals
and encourage all nurses to attend these courses.