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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 effectivedecision-making, avoid repetitive care, facilitate providingservices, and empower employees. Continuoustraining enables nurses to provide valuable services to patients. The aim of this study was to determinethe effects of education on the understanding and acceptanceof evidence-based performance by nursesworkingin the infectious and internal wards of Imam Reza Hospital of Kermanshah (Iran) in 2019.Materials and Methods: In this experimentalstudy,participants were selected byavailable sampling andrandomly divided into two groups (n=50 per group). The data was collected using 3 questionnaires: astandard 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 to88.04at post-education in the intervention group while there was no significant alternation in the mean score ofcontrol group comparing pre- and post-education (85.38 vs. ,respectively). The mean score of acceptance alsosignificantly increased in the intervention group comparingbefore (37.66) with after (37.66) education. Inthe control group, the mean acceptance scores were 35.02 and 34.98before and aftereducation, respectively.Conclusion: Education can improve the level of understanding and acceptance of evidence-basedperformance by nurses; therefore, it is recommended to includecontinuous educational programs in hospitalsand encourage all nurses to attend these courses.