Evaluating the effects of education on the understanding and acceptance of evidence-based performance by nurses

Introduction: Evidence-based performance is a problem-solving approach to provide more effective decision-making, avoid repetitive care, facilitate providing services, and empower employees. Continuous training enables nurses to provide valuable services to patients. The aim of this study was to determine the effects of education on the understanding and acceptance of evidence-based performance by nurses working in the infectious and internal wards of Imam Reza Hospital of Kermanshah (Iran) in 2019. Materials and Methods: In this experimental study, participants were selected by available sampling and randomly divided into two groups (n=50 per group). The data was collected using 3 questionnaires: a standard questionnaire for understanding a standard evidence-based performance acceptance questionnaire (Robin and Parish, 2010), and a demographic questionnaire addressing age, gender, work experience, monthly income, education, ward, employment status, and acquaintance with evidence-based performance. Data analysis was performed in SPSS 19 software. Results: The mean score of the understanding significantly increased from 78.24 at pre-education to88.04 at post-education in the intervention group while there was no significant alternation in the mean score of control group comparing pre-and post-education (85.38 vs.,respectively). The mean score of acceptance also significantly increased in the intervention group comparing before (37.66) with after (37.66) education. In the control group, the mean acceptance scores were 35.02 and 34.98before and after education, respectively. Conclusion: Education can improve the level of understanding and acceptance of evidence-based performance by nurses; therefore, it is recommended to include continuous educational programs in hospitals and encourage all nurses to attend these courses. © 2020, Institute of Medico-Legal Publications. All rights reserved