A Convergent Mixed-Methods Evaluation of a Co-Designed Evidence-Based Practice Module Underpinned by Universal Design for Learning Pedagogy
<b>Background</b>: The concept of evidence-based practice (EBP) is globally relevant in current healthcare climates. However, nursing students and teachers often struggle with integrating EBP effectively into a curriculum. This has implications for the way students learn to use evidence...
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MDPI AG
2025-06-01
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| Series: | Nursing Reports |
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| Online Access: | https://www.mdpi.com/2039-4403/15/7/236 |
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| author | Stephanie Craig Hannah McConnell Patrick Stark Nuala Devlin Claire McKeaveney Gary Mitchell |
| author_facet | Stephanie Craig Hannah McConnell Patrick Stark Nuala Devlin Claire McKeaveney Gary Mitchell |
| author_sort | Stephanie Craig |
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| description | <b>Background</b>: The concept of evidence-based practice (EBP) is globally relevant in current healthcare climates. However, nursing students and teachers often struggle with integrating EBP effectively into a curriculum. This has implications for the way students learn to use evidence for their nursing practice. A new undergraduate EBP module was co-designed with current nursing students and university staff throughout 2023. Underpinning the module was a UDL (universal design for learning) pedagogy consisting of flexible approaches to learning for nursing students which included co-developed videos, co-developed audio podcasts, and co-developed serious games to complement traditional flipped classroom learning. The module commenced in September 2023, running in Year 1 one of a 3-year undergraduate nursing program, and was co-taught by staff and senior students. <b>Methods</b>: A pre/post-test design was used to collect data on student attitude, knowledge, and utilization of EBP. A total of 430 students completed two validated questionnaires, the EBP Beliefs Scale© and EBP Implementation Scale©, before and after the module. Following the post-test, six focus group interviews were also conducted with 58 students to explore how the module informed student nursing practice whilst attending clinical placement during Year 1. A convergent mixed-methods design was employed. Sample attrition occurred (~25%). Effect sizes and 95% confidence intervals were calculated for primary outcomes. <b>Results:</b> Quantitative data was analyzed using paired t-tests and this highlighted statistically significant improvements in attitude, knowledge and utilization of evidence-based practice after learning (<i>p</i> < 0.001). Qualitative data was transcribed verbatim, thematically analyzed, and highlighted three main findings; EBP is my business, EBP positively influenced the care of my patients and EBP has positively impacted my professional development. <b>Conclusions</b>: Partnership with current nursing students in the co-design and implementation of a module about EBP was associated with improvements in student knowledge, attitude and utilization of evidence in practice. These factors are likely to also improve professional competence and ultimately patient care. |
| format | Article |
| id | doaj-art-8b573addbaca42b2abddf9a3d7d9fc9a |
| institution | Kabale University |
| issn | 2039-439X 2039-4403 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | MDPI AG |
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| series | Nursing Reports |
| spelling | doaj-art-8b573addbaca42b2abddf9a3d7d9fc9a2025-08-20T03:32:27ZengMDPI AGNursing Reports2039-439X2039-44032025-06-0115723610.3390/nursrep15070236A Convergent Mixed-Methods Evaluation of a Co-Designed Evidence-Based Practice Module Underpinned by Universal Design for Learning PedagogyStephanie Craig0Hannah McConnell1Patrick Stark2Nuala Devlin3Claire McKeaveney4Gary Mitchell5School of Nursing and Midwifery, Queen’s University Belfast, Medical Biology Centre (MBC), 97 Lisburn Road, Belfast BT9 7BL, Northern Ireland, UKSchool of Nursing and Midwifery, Queen’s University Belfast, Medical Biology Centre (MBC), 97 Lisburn Road, Belfast BT9 7BL, Northern Ireland, UKSchool of Nursing and Midwifery, Queen’s University Belfast, Medical Biology Centre (MBC), 97 Lisburn Road, Belfast BT9 7BL, Northern Ireland, UKSchool of Nursing and Midwifery, Queen’s University Belfast, Medical Biology Centre (MBC), 97 Lisburn Road, Belfast BT9 7BL, Northern Ireland, UKSchool of Nursing and Midwifery, Queen’s University Belfast, Medical Biology Centre (MBC), 97 Lisburn Road, Belfast BT9 7BL, Northern Ireland, UKSchool of Nursing and Midwifery, Queen’s University Belfast, Medical Biology Centre (MBC), 97 Lisburn Road, Belfast BT9 7BL, Northern Ireland, UK<b>Background</b>: The concept of evidence-based practice (EBP) is globally relevant in current healthcare climates. However, nursing students and teachers often struggle with integrating EBP effectively into a curriculum. This has implications for the way students learn to use evidence for their nursing practice. A new undergraduate EBP module was co-designed with current nursing students and university staff throughout 2023. Underpinning the module was a UDL (universal design for learning) pedagogy consisting of flexible approaches to learning for nursing students which included co-developed videos, co-developed audio podcasts, and co-developed serious games to complement traditional flipped classroom learning. The module commenced in September 2023, running in Year 1 one of a 3-year undergraduate nursing program, and was co-taught by staff and senior students. <b>Methods</b>: A pre/post-test design was used to collect data on student attitude, knowledge, and utilization of EBP. A total of 430 students completed two validated questionnaires, the EBP Beliefs Scale© and EBP Implementation Scale©, before and after the module. Following the post-test, six focus group interviews were also conducted with 58 students to explore how the module informed student nursing practice whilst attending clinical placement during Year 1. A convergent mixed-methods design was employed. Sample attrition occurred (~25%). Effect sizes and 95% confidence intervals were calculated for primary outcomes. <b>Results:</b> Quantitative data was analyzed using paired t-tests and this highlighted statistically significant improvements in attitude, knowledge and utilization of evidence-based practice after learning (<i>p</i> < 0.001). Qualitative data was transcribed verbatim, thematically analyzed, and highlighted three main findings; EBP is my business, EBP positively influenced the care of my patients and EBP has positively impacted my professional development. <b>Conclusions</b>: Partnership with current nursing students in the co-design and implementation of a module about EBP was associated with improvements in student knowledge, attitude and utilization of evidence in practice. These factors are likely to also improve professional competence and ultimately patient care.https://www.mdpi.com/2039-4403/15/7/236evidence Based Practicepedagogynursing educationeducationuniversal design for learning |
| spellingShingle | Stephanie Craig Hannah McConnell Patrick Stark Nuala Devlin Claire McKeaveney Gary Mitchell A Convergent Mixed-Methods Evaluation of a Co-Designed Evidence-Based Practice Module Underpinned by Universal Design for Learning Pedagogy Nursing Reports evidence Based Practice pedagogy nursing education education universal design for learning |
| title | A Convergent Mixed-Methods Evaluation of a Co-Designed Evidence-Based Practice Module Underpinned by Universal Design for Learning Pedagogy |
| title_full | A Convergent Mixed-Methods Evaluation of a Co-Designed Evidence-Based Practice Module Underpinned by Universal Design for Learning Pedagogy |
| title_fullStr | A Convergent Mixed-Methods Evaluation of a Co-Designed Evidence-Based Practice Module Underpinned by Universal Design for Learning Pedagogy |
| title_full_unstemmed | A Convergent Mixed-Methods Evaluation of a Co-Designed Evidence-Based Practice Module Underpinned by Universal Design for Learning Pedagogy |
| title_short | A Convergent Mixed-Methods Evaluation of a Co-Designed Evidence-Based Practice Module Underpinned by Universal Design for Learning Pedagogy |
| title_sort | convergent mixed methods evaluation of a co designed evidence based practice module underpinned by universal design for learning pedagogy |
| topic | evidence Based Practice pedagogy nursing education education universal design for learning |
| url | https://www.mdpi.com/2039-4403/15/7/236 |
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