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Assessing Evidence-Based Practice Knowledge, Self-Efficacy, and Use Among Respiratory Therapists.
- Source :
- Respiratory Care; Aug2024, Vol. 69 Issue 8, p913-923, 11p
- Publication Year :
- 2024
-
Abstract
- BACKGROUND: Evidence-based practice is at the forefront of providing quality patient care by using the best available evidence and clinical expertise, while also considering patient needs and preferences for clinical decisions. However, evidence-based practice may not be consistently used even when the evidence supports the therapy. The purpose of this study was to assess the factors associated with the use of evidence-based practice among respiratory therapy faculty teaching in a large community college system and post-professional students enrolled in a university-based, respiratory therapy baccalaureate degree-advancement program. METHODS: A non-probability, descriptive survey research design was used to develop and administer an online questionnaire. RESULTS: All respondents demonstrated sufficient knowledge and understanding of introductory concepts of evidence-based practice but knowledge of specific components of the evidence-based practice process was not as strong. Self-efficacy in knowledge and the use of evidence-based practice among faculty and degree-advancement students varied. Faculty and students rated their self-efficacy high in assessing patients' needs, values, and treatment preferences but ratings were lower for using the PICO (patient/population/problem, intervention, comparison, outcome) technique and interpreting common statistical tests. Students viewed their previous evidencebased practice learning experiences more favorably compared with faculty (P = .008). Faculty and students searched and read the research literature more often compared with critically appraising and using the research literature. Logistic regression analysis indicated no statistically significant relationship of knowledge, self-efficacy, and learning experiences to the use of evidence-based practice among respiratory therapy students, X² (4, N = 54) = 7.73; P = .10. CONCLUSIONS: Analysis of the results suggested that respiratory therapy faculty and students were knowledgeable and confident with regard to evidence-based practice but their use of evidencebased practice in clinical decisions was limited. Although the evidence-based practice knowledge, self-efficacy, and learning experiences had minimal influence on the use of evidence-based practice, the results of the study provide a foundation for future research. [ABSTRACT FROM AUTHOR]
- Subjects :
- CONTINUING education units
MULTITRAIT multimethod techniques
SELF-efficacy
RESPIRATORY therapy
MEDICAL education
MEDICAL quality control
CRONBACH'S alpha
T-test (Statistics)
HEALTH occupations students
QUESTIONNAIRES
LOGISTIC regression analysis
RESEARCH evaluation
RESEARCH methodology evaluation
COLLEGE teachers
PATIENT care
DECISION making in clinical medicine
TEACHING
CHI-squared test
CONFIDENCE
MANN Whitney U Test
DESCRIPTIVE statistics
PROFESSIONS
EVIDENCE-based medicine
NEEDS assessment
LEARNING strategies
COMPARATIVE studies
CONFIDENCE intervals
DATA analysis software
MEDICAL practice
PATIENTS' attitudes
Subjects
Details
- Language :
- English
- ISSN :
- 00201324
- Volume :
- 69
- Issue :
- 8
- Database :
- Supplemental Index
- Journal :
- Respiratory Care
- Publication Type :
- Academic Journal
- Accession number :
- 178493923
- Full Text :
- https://doi.org/10.4187/respcare.10327