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The Effect of Different Learning Strategies on Nursing Students’ Knowledge and Attitudes Towards the Use of Evidence-Based Practice: A Systematic Review
Current Issue
Volume 2, 2015
Issue 6 (November)
Pages: 83-90   |   Vol. 2, No. 6, November 2015   |   Follow on         
Paper in PDF Downloads: 64   Since Jan. 15, 2016 Views: 1662   Since Jan. 15, 2016
Naji Alqahtani, Faculty Member in College of Nursing, King Saud University, Riyadh, Saudi Arabia.
Evidence-based practice (EBP) is a way to change healthcare practice worldwide. Systematic research in the relevant literature was conducted using the Medline, CINAHL, and Web of Science from 2005 until October 2015. Five studies were included in the review. Five primary quantitative research studies on integrating learning strategies and its effect on nursing student’s knowledge and attitudes. Four studies were a quasi-experimental studies and one was a cross-sectional study. This review supports that different EBP learning strategies improved nursing students’ knowledge towards the use of EBP. However, the effect of different learning strategies on nursing students’ attitudes requires further studies.
Evidence-Based Practice, Nursing Education, Knowledge, Attitudes, Learning Strategies
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