Virtual strategy to strengthen evidence-based practice competencies in nursing students
Abstract
Introduction. Education has undergone rapid change in recent decades, influenced by technology and new generations of students' approaches to the learning process. The objective of this study was to determine the effectiveness of a virtual educational strategy, compared to a conventional strategy, in developing evidence-based practice (EBP) competencies in nursing students in a university program in Colombia. Methodology. A quasi-experimental educational trial with a prospective cohort design was conducted in two independent groups (conventional group and intervention group) to assess changes over time; the Questionnaire of Competencies in Evidence-Based Practice, Colombian version, was administered before and after each of the interventions. Results. There was a higher level of self-perceived competence, with significant differences (p<0.05) between the post-test scores of the conventional group and the intervention group, both for the overall score and for the knowledge dimension, thus accepting the alternative hypothesis proposed for the research. Discussion. The main results of the study demonstrate that a virtual course on evidence-based practice promotes overall competence, as observed in most studies conducted with this type of intervention, which have reported improvements in this competence. Conclusion. The virtual strategy proved to be more effective in acquiring competencies, since students in the intervention group obtained higher scores than students in the conventional group.
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