NSG 6101 Week 2 Assignment Part 3 Article Critique Form

Student name South University NSG 6101 Professor Name Submission Date NSG 6101 Article Critique Form APA reference Lam, C. K., Schubert, C. F., & Herron, E. K. (2020). Worldviews on Evidence-Based Nursing, 17(6), 418–426. https://doi.org/10.1111/wvn.12479 Purpose To identify how the clinical learning environment has affected the application of evidence-based practice (EBP) competencies in clinical practice among senior-level nursing students, and to control the views of students on EBP competence development during the baccalaureate program during the pre-practice period. Hypothesis or Research Question No alternative/formal hypothesis is made. The study objectives/ questions used in the study are less explicit: (1) What are the effects of the clinical learning environment on the integration of EBP competencies by senior nursing students? and (2) How do students think about integrating EBP competence into their curriculum as they become practitioners? (instead of theoretical hypothesis testing). Theoretical Framework The article does not appeal to a specific theory or mid-range theory of nursing. Rather, it is based on competency-based and practice-translation principles: the work is placed in competency frameworks of the created EBP competencies and concepts of the NCSBN Transition to Practice/TTP model, and the notion of the clinical learning environment, and evaluated with the help of the EBP Work Environment Scale. Simply put: practice-competency/application and construction of the work setting, and not a systematic theoretical model. Research Design The research design was a sequential mixed-method design, which incorporated both quantitative and qualitative research designs. During the quantitative stage, the senior nursing students self-administered the Evidence-Based Practice (EBP) Work Environment Scale to determine the level to which the clinical learning environments provided supported EBP integration. During the qualitative stage, semi-structured interviews were held in order to understand the perceptions and experiences of students towards the development of EBP competence in more detail. Statistical Methods The data were quantitative and analyzed with descriptive statistics (means, standard deviations, frequencies) and paired-sample t-tests to compare the scores on the EBP Work Environment Scale in the capstone and transition-to-practice (TTP) clinical courses. Thematic content analysis was used to analyze the qualitative data, in which transcripts are coded, categorized, and interpreted by two separate researchers in order to determine recurring themes and provide reliability due to investigator triangulation. Variables A. Dependent Variable: Senior nursing students perceived Evidence-Based Practice (EBP) competence and EBP work environment. B. Independent Variables: Presence of EBP material and nurse and instructor role modeling. Setting / Population / Sample The research was conducted in a regional university in Virginia, USA, where the traditional Bachelor of Science in Nursing (BSN) was being offered. Population: BSN students in their senior year, who are enrolled in two final clinical courses (capstone and transition-to-practice). Sample: A convenience sample of 45 individuals who answered the quantitative survey (27% response rate) and 14 individuals who underwent a follow-up on the qualitative follow-up interview. Validity / Reliability Generalizability Findings Implications of the research for a.     nursing b.     education c.     policy making Limitations Bias Recommendations Synthesis of the article Is this a valuable article for EBP? Why or why not?

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