Developing Student Evidence-Based Practice Questionnaire (S-EBPQ) for undergraduate nursing students: Reliability and validity of a Chinese adaptation

A Psychometric Study of the Student Evidence-Based Practice Scale S-EBPQ-Arabic Version for Use among Undergraduate Nursing Students

Background

Previous studies have demonstrated the significance of evidence-based practice in improving patient care and outcomes. Therefore, integrating evidence-based practice into the health professions' education curriculum has become a pedagogical priority. However, there is a lack of reliable and valid scales to measure students' evidence-based practice usage, attitudes, knowledge, and skills in Arab countries.

Aim

This study aims to examine the adapted Student Evidence-Based Practice Scale Questionnaire (S-EBPQ) validity at logical statistical level and reliability for use among students in Arabic context.

Methods

This cross-sectional study included 233 undergraduate nursing students from a university in Saudi Arabia, who were recruited after translating and pilot testing the S-EBPQ. Three distinctive types of validity including conceptual, content, and face validity were assessed to determine the quality of the questionnaire items logically. Exploratory factor analyses were performed to examine the tool's structural validity. Additionally, internal consistency was assessed to evaluate reliability. Findings. All items were considered relevant to Arab culture, and no changes were made to any items. The content validity indices for all items were above 0.80 as this was considered an acceptable value. The exploratory factor analysis identified the same four factors (practice, attitude, retrieving and reviewing evidence, and sharing and applying evidence-based practice). All KMO values for the individual items ≥0.876 were also well above the acceptable 0.6 limit. The four-factor structure explained a total variance of 64%, with factor load score λ ≥ 0.455. The total and subscale S-EBPQ scores showed evidence of reliability, with Cronbach's alpha ≥0.8.

Conclusions

This study demonstrated the reliability and validity of the Arabic S-EBPQ version. The study has the potential to advance Arab countries' understanding of evidence-based practice. S-EBPQ is a validated tool that can be used to assess nursing students' knowledge of EBP practices. Since educators need to continually evaluate instructional and curricular design in order to meet contemporary nursing needs, this scale can enhance the educational process and enhance students' competencies.

Adaptation and validation of the Evidence-based Practice Profile Questionnaire (EBP2Q) for clinical postgraduates in a Chinese context

BACKGROUND

Evidence-based practice (EBP) is an essential approach of optimizing patient outcomes and driving progress in clinical practice. As an important reserve talent of medical staff and researchers, the clinical postgraduates are expected to become the backbones of supporting the implementation of EBP in clinical units after graduation. The assessment of their EBP learning outcomes is an important issue, yet few tools have been developed specifically in Mainland China. The purpose of this study is to adapt the Evidence-Based Practice Profile Questionnaire (EBP2Q) to Mainland China's cultural context and to evaluate the psychometric properties of the Chinese EBP2Q in clinical postgraduates.

METHODS

Cross-cultural modification, including translating the original EBP2Q into Chinese was implemented according to established guidelines. A pilot study was carried out in Mainland China among 30 clinical postgraduates. A subsequent validation study was conducted among 633 clinical postgraduates majoring in clinical medicine, stomatology and nursing from Mainland China. Construct validity was assessed by exploratory factor analysis (n = 313), together with confirmatory factor analysis (n = 320). Reliability was determined by internal consistency and test-retest reliability.

RESULTS

The Chinese EBP2Q consisted of 40 items. The content validity index of the Chinese EBP2Q achieved 0.938 at an acceptable level. Principal component analysis resulted in a four-factor structure explaining 61.586% of the total variance. All fitting indices satisfied the standard based upon confirmatory factor analyses, indicating that the four-factor structure contributed to an ideal model fit. The internal consistency appeared high for the Chinese EBP2Q, reaching a Cronbach's alpha value of 0.926. Test-retest reliability was 0.868 and the split-half coefficient was 0.925.

CONCLUSION

Chinese version of EBP2Q possesses adequate validity, test-retest reliability and internal consistency. It is a promising questionnaire to be adopted by Chinese medical educators in designing their course and curriculum, or by clinical postgraduates for self-assessment of EBP learning.

Validity and reliability of the English version of the Student Evidence-Based Practice Questionnaire among Arabic-speaking undergraduate students at health sciences colleges: A cross-sectional study

BACKGROUND

Evidence-based practice is vital for the provision of high-quality and safe healthcare. However, a rigorous, standardised, and unified evidence-based practice measure that could be applied to Arabic-speaking undergraduate students did not exist prior to this study. Moreover, translating questionnaires requires considerable time and money.

OBJECTIVES

Thus, this study aimed to investigate the psychometric properties of the Student Evidence-Based Practice Questionnaire (English version) among Arabic-speaking undergraduate students at health sciences colleges in Saudi Arabia.

DESIGN

A cross-sectional survey was adopted.

SETTINGS

The survey was conducted online over a six-month period.

PARTICIPANTS

A convenience sample of 395 undergraduate nursing students was recruited from health sciences colleges at seven universities in Saudi Arabia.

METHODS

The students were requested to complete the survey, including the Student Evidence-Based Practice Questionnaire, as well as a background and academic data sheet. Construct validity, discriminant sensitivity, and internal reliability were evaluated.

RESULTS

An exploratory factor analysis was performed. The Kaiser-Meyer-Olkin test value was 0.901, which was higher than the acceptable value of 0.70, indicating the adequacy of the sample size. Bartlett's test of sphericity was significant (chi-square (df: 210) = 4768.818, p < .001), indicating significant correlations within the variables and matrix. Based on Kaiser's criterion with eigenvalues > 1, four factors were detected that explained 62.03 % of the variance. The exploratory factor analysis of the 21 items generated factor loadings from 0.64 to 0.87. The Student Evidence-Based Practice Questionnaire has discriminant validity. The Cronbach's alpha and split-half reliability were over 0.7, indicating that the questionnaire had good internal consistency (Cronbach's alpha = 0.922). No evidence for floor or ceiling effects was observed.

CONCLUSIONS

The English version of the Student Evidence-Based Practice Questionnaire has a satisfactory validity and reliability level and can be used among Arabic-speaking undergraduate students without the need to translate it into Arabic.

Psychometric Evaluation of the Korean Version of the Student Evidence-Based Practice Questionnaire (S-EBPQ)

PURPOSE

Evidence-based practice (EBP) is a key competency that undergraduate nursing students need to learn, as EBP competence is essential for the effective implementation of EBP. However, few studies have comprehensively assessed the aspects of EBP competence using a reliable and valid measure specific to Korean nursing students. This study aimed to translate the Student Evidence-Based Practice Questionnaire (S-EBPQ) into Korean and evaluate its psychometric properties.

METHODS

The original S-EBPQ was translated into Korean. After a pilot test, a convenience sample of 249 college students with more than four weeks of clinical training experience was selected from three universities in September 2017. Reliability and construct validity were evaluated using exploratory and confirmatory factor analyses. Concurrent validity was evaluated by correlating the measure with informatics competency.

RESULTS

The exploratory factor analysis revealed four factors that explained 66.3 of the variance. The confirmatory factor analysis yielded a 4-factor structure (χ²/df = 1.52, p < .001, standardized root-mean-square residual = .07, root-mean-square error of approximation = .07, goodness of fit index = .84, comparative fit index = .91). The Cronbach's α was .81 for the total scale. The scale's correlation with informatics competency was r = .55.

CONCLUSIONS

The Korean S-EBPQ is a reliable and valid tool that has utility for assessing EBP competence in Korean nursing students and for making comparisons of the EBP competence of nursing students from other countries.