International Journal of Collaborative Research on Internal Medicine & Public Health

Knowledge, Beliefs and Teaching Strategies of Evidencebased Practice among Nurse Educators/Lecturers in Nursing Institutions in Benin City, Edo State, Nigeria

Aim and Objectives: The objective of this study was to ascertain the knowledge, beliefs and teaching strategies of evidence based practice among Nurse Educators/Lecturers in nursing institutions in Edo State, Nigeria.

Method/Study design: The study was a descriptive survey. The total population of Nurse Educators/Lecturers in nursing institutions in Benin City, Edo State Southern Nigeria was used for study. They are fifty eight (58) in number. Questionnaires consisting of 40 structured items with open ended questions were used. A test retest co-efficient reliability was used to collate the scores giving a score of 0.85. The validity was ascertained by experts. The Questionnaires was administered to the entire population. Only fifty (50) questionnaires were retrieved.

Result: This study showed that majority of respondents has knowledge of evidence based practice. Further investigation shows that out of 88% of respondents who claimed to have knowledge about EBP had knowledge deficit in the following areas as reflected in this study, 68% of the respondents had no knowledge about the steps of EBP, 60% had no knowledge about the of teaching EBP, 52% are ignorant of PICO (Patient/Problem, Intervention, Comparism and Outcome) and 64% them are not comfortable in Teaching EBP, while 64% of them are not comfortable in stating the level of evidence. This study also revealed that there is a significant association between nurse Educators/lecturers beliefs, attitude and EBP in the study area. Lastly, result on the knowledge of teaching strategies of the Nurse Educators/Lecturers to the teaching of EBP showed that there is evidence base practice knowledge deficient among the Nurse Educators/Lecturers in the study area.

Conclusion: This study indicated that the Nurse Tutors/Lecturers do not have significant knowledge in EBP but believe in its usefulness if taught in school.

Author(s): Christie .A. Enuku , Florence O Adeyemo

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