Scholarlink

Aim <p>To explore the learning experiences of nursing master’s students in an EBN course and identify pathways for optimization.</p> Methods <p>Quantitative data were collected before and after the course using validated instruments. Qualitative data were obtained through post-course semi-structured interviews. Quantitative data were analyzed using statistical methods, while qualitative data were analyzed thematically.</p> Results <p>Students showed significant improvements in overall EBP practice competency (Z = -5.485, <i>p</i> &lt; 0.001) and critical thinking disposition (Z = -5.141, <i>p</i> &lt; 0.001). Although a decrease in perceived barriers to EBN was observed, the change was not statistically significant (Z = -1.415, <i>p</i> = 0.157). Thematic analysis revealed three themes: (1) cognitive development and knowledge construction; (2) competence acquisition and internalization; and (3) learning challenges and expectations.</p> Conclusions <p>Continued refinement of teaching strategies to better meet the learning needs and professional development goals of graduate students should be supported in the future.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Exploring the learning experiences and optimization pathways of nursing master’s students in an Evidence-Based Nursing course: a mixed-methods study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月11日

查看全文
  • Yu-fei Qiu,
  • Ya-ke Yue,
  • Jia-li Liu,
  • Juan Gu,
  • Meng-jie Tong,
  • Fen Yang,
  • Xiao-hong Zhang,
  • Yue-qing Qu

摘要

Aim

To explore the learning experiences of nursing master’s students in an EBN course and identify pathways for optimization.

Methods

Quantitative data were collected before and after the course using validated instruments. Qualitative data were obtained through post-course semi-structured interviews. Quantitative data were analyzed using statistical methods, while qualitative data were analyzed thematically.

Results

Students showed significant improvements in overall EBP practice competency (Z = -5.485, p < 0.001) and critical thinking disposition (Z = -5.141, p < 0.001). Although a decrease in perceived barriers to EBN was observed, the change was not statistically significant (Z = -1.415, p = 0.157). Thematic analysis revealed three themes: (1) cognitive development and knowledge construction; (2) competence acquisition and internalization; and (3) learning challenges and expectations.

Conclusions

Continued refinement of teaching strategies to better meet the learning needs and professional development goals of graduate students should be supported in the future.