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Background <p>Postgraduate nursing education requires Evidence-based Nursing (EBN) competence to train professionals who can synthesize evidence and translate it into clinical practice. However, current EBN education often relies on one-way knowledge transmission in decontextualized classrooms. This approach fails to bridge the gap between theory and practice. To address this fundamental issue, guided by Situated Learning Theory (SLT) and Outcome-Based Education (OBE), this study designed the Class-Clinic-OBE learning mode and evaluated its effectiveness in improving nursing postgraduates’ EBN competence and academic performance.</p> Methods <p>A quasi-experimental, non-concurrent two-cohort study was conducted. It included 151 nursing postgraduates during the autumn semester of 2023 and 2024. The comparison group (2023 grade: <i>n</i> = 72) followed Mixed Learning, while the intervention group implemented the Class-Clinic-OBE mode (2024 grade: <i>n</i> = 79), which integrated theoretical and experimental learning in “The First Classroom” with clinical practice through “Field-Based Activities.” Outcomes were assessed through two primary measures. EBN competence was measured using the Evidence-Based Practice Competence Questionnaire (EBP-COQ) across three assessment time points (T0: Pre-class, T1: After-The First Classroom, and T2: After-Field-Based Activities). Academic performance was evaluated through offline and online channels. Offline assessments included scores from proposal presentations, final presentations, and preliminary draft submissions. Online performance was tracked using engagement data from the Chaoxing platform. The data were analyzed using descriptive and inferential statistical techniques in SPSS 27.</p> Results <p>EBN competence in the Class-Clinic-OBE group showed a significant time effect across the three assessment points [<i>F</i>(2,150) = 4.553, <i>p</i> = 0.012]. Post hoc tests revealed that EBN competence at T2 (107.50 ± 12.01) was significantly higher than at T0 (103.99 ± 12.30, <i>p</i> = 0.023) and T1 (104.14 ± 10.35, <i>p</i> = 0.037). A significant group × time interaction was observed for academic performance, with the Class-Clinic-OBE group showing greater improvement from proposal to final presentation than the Mixed Learning group [<i>F</i>(1,149) = 13.418, <i>p</i> &lt; 0.001, η² = 0.083].</p> Conclusions <p>The Class-Clinic-OBE learning mode supports the progressive development of EBN competence through structured cross-context learning and outcome-oriented assessment. This research provides educators with a feasible framework for integrating EBN theory into postgraduate curriculum design.</p> Trial registration <p>Not applicable.</p>

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Building evidence-based nursing competence through Class-Clinic-OBE in postgraduate education: a quasi-experimental study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月28日

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  • Jinqiong He,
  • Jin Li,
  • Weilin Lin,
  • Di Tian,
  • Yuxia Lin,
  • Hui Li,
  • Qiao Wang,
  • Xi Su

摘要

Background

Postgraduate nursing education requires Evidence-based Nursing (EBN) competence to train professionals who can synthesize evidence and translate it into clinical practice. However, current EBN education often relies on one-way knowledge transmission in decontextualized classrooms. This approach fails to bridge the gap between theory and practice. To address this fundamental issue, guided by Situated Learning Theory (SLT) and Outcome-Based Education (OBE), this study designed the Class-Clinic-OBE learning mode and evaluated its effectiveness in improving nursing postgraduates’ EBN competence and academic performance.

Methods

A quasi-experimental, non-concurrent two-cohort study was conducted. It included 151 nursing postgraduates during the autumn semester of 2023 and 2024. The comparison group (2023 grade: n = 72) followed Mixed Learning, while the intervention group implemented the Class-Clinic-OBE mode (2024 grade: n = 79), which integrated theoretical and experimental learning in “The First Classroom” with clinical practice through “Field-Based Activities.” Outcomes were assessed through two primary measures. EBN competence was measured using the Evidence-Based Practice Competence Questionnaire (EBP-COQ) across three assessment time points (T0: Pre-class, T1: After-The First Classroom, and T2: After-Field-Based Activities). Academic performance was evaluated through offline and online channels. Offline assessments included scores from proposal presentations, final presentations, and preliminary draft submissions. Online performance was tracked using engagement data from the Chaoxing platform. The data were analyzed using descriptive and inferential statistical techniques in SPSS 27.

Results

EBN competence in the Class-Clinic-OBE group showed a significant time effect across the three assessment points [F(2,150) = 4.553, p = 0.012]. Post hoc tests revealed that EBN competence at T2 (107.50 ± 12.01) was significantly higher than at T0 (103.99 ± 12.30, p = 0.023) and T1 (104.14 ± 10.35, p = 0.037). A significant group × time interaction was observed for academic performance, with the Class-Clinic-OBE group showing greater improvement from proposal to final presentation than the Mixed Learning group [F(1,149) = 13.418, p < 0.001, η² = 0.083].

Conclusions

The Class-Clinic-OBE learning mode supports the progressive development of EBN competence through structured cross-context learning and outcome-oriented assessment. This research provides educators with a feasible framework for integrating EBN theory into postgraduate curriculum design.

Trial registration

Not applicable.