Comparison of Nurses' Self-Reported and Objectively Measured Evidence-Based Practice Knowledge
Authors: Hagedorn Wonder Amy , McNelis Angela M. , Spurlock Darrell , Ironside Pamela M. , Lancaster Shelley , Davis Carmen R. , Gainey Marlena , Verwers Nancy 
Published: January 2017

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contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz.

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Read the article, “Comparison of Nurses' Self-Reported and Objectively Measured Evidence-Based Practice Knowledge,” found on pages 65–70, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz.

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Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study.

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Objectives

Describe the level of correlation between subjective and objective knowledge measures.

Describe how rigorous evaluation of knowledge can be used to inform education and organizational structures for nurses (across educational levels, roles, settings, and years of experience).

Disclosure Statement

Neither the planners nor the author have any conflicts of interest to disclose.

Background:

This study provides a first-time, objective assessment of the evidence-based practice (EBP) knowledge of RNs working in Magnet
®
-designated hospitals.

Method:

This multisite, cross-sectional, descriptive, correlational study uses the Evidence-Based Practice Knowledge Assessment in Nursing (EKAN) and Evidence-Based Practice Questionnaire (EBPQ).

Results:

EBPQ subscale scores revealed overall positive self-ratings of EBP knowledge/skills, attitudes, and practice/use. EKAN sum scores were not correlated with EBPQ scores (
r
= .017 to .123,
p
= not significant). Higher levels of nursing education were associated with higher scores on EKAN and were the only statistically significant predictor of EKAN scores.

Conclusion:

Nurses' self-reported EBP knowledge/skills, attitudes, and practice/use were not statistically significantly correlated with objectively measured EBP knowledge. Direct, objective measurement is recommended as the standard when testing interventions aimed at advancing EBP knowledge, skills, and ability.

J Contin Educ Nurs.
2017;48(2):65–70.