What should be considered in the evidence‐based practice competency‐based curriculum for undergraduate nursing students? From the student’s point of view

Abstract

Background: The nursing curriculum should be systematically developed to improve the evidence‐based practice (EBP) competencies of undergraduate nursing students. We attempted to identify the factors important for developing or improving the EBP‐integrated nursing curriculum. Methods: This study adopted the qualitative research design using qualitative content analysis. A total of 168 study participants were included in the study. The participants were third‐year nursing students at a private university located in southeastern South Korea. An open‐ended question was asked: “To improve students’ EBP competencies during theory classes, on‐campus practicums, or clinical practicums, what do you think is necessary?” Result(s): The analysis presented thirty themes, which were grouped into 10 sub‐categories and further into four categories, and finally into three main categories. The students responded that they needed to form their own attitudes toward EBP. Regarding educator‐related needs, students responded that effective teaching and learning methods should be used in classes. The students also suggested that the EBP process should be applied during clinical practicum. Regarding school‐related needs, students suggested that EBP education should be applied at the beginning of the curriculum. Furthermore, the students recommended that repeated teaching should be used for EBP, and that EBP education should be connected to the major courses. Conclusion: The development of EBP competencies among undergraduate students is an important factor that can impact the nursing quality and patient safety. Based on the findings of this study, multidimensional efforts are needed to improve the liberal arts education of students and strengthen the educators’ competencies of EBNP and EBTP. Furthermore, schools should strive to assess students’ educational needs regularly and integrate the subsequent EBP‐integrated nursing curricula consistent with these needs.