@article{education20142819,
author={{Chen, Kee-Hsin and Chen, Chiehfeng (Cliff) and Tzeng, Pei-Chuan and Liu, Hsueh-Erh},
title={The Learning Effectiveness of Structured Assessment Stations with Immediate Feedback in Evidence-Based Practice Education},
journal={American Journal of Educational Research},
volume={2},
number={8},
pages={691--697},
year={2014},
url={http://pubs.sciepub.com/education/2/8/19},
issn={2333-4770},
abstract={<b>Background: </b>The development of clinical expertise depends not only on abundant practice but also on guidance through good feedback. Clinical teachers can improve learners¡¯ skills by providing specific, performance-based feedback. In Taiwan, evidence-based practice (EBP) education has been taught through workshops, hands-on practice and small group discussion. However, the impact of feedback in EBP is still unknown. <b>Aim: </b>The aim of this study was to determine the effectiveness of structured assessment stations with immediate feedback in EBP education among nurses. <b>Methods: </b>The study was a quasi-experimental with repeated measures. Convenience sampling was used in two university hospitals. The intervention involved four immediate feedback structured assessment stations one week after a four-hour EBP workshop. The outcomes were measured by Taipei Evidence-Based Practice Questionnaire (TEBPQ), which contains 26 self-report questions, completed three times to evaluate learning efficiency of EBP. At the end of the program, qualitative data on the learners¡¯ feelings, perceptions, and experiences toward the training process were also collected for analysis. <b>Results: </b>Sixty-one of the seventy participants (87.1%; 61/70) completed the study. In this research, the mean scores of Taipei Evidence-Based Practice Questionnaire (TEBPQ) for ¡®Ask¡¯, ¡®Acquire¡¯, ¡®Appraisal¡¯, ¡®Apply¡¯, and ¡®Attitude¡¯ domains all increased significantly after the participants attended the four assessment stations with immediate feedback (all <i>p</i>&lt;. 05). After the EBP 4 workshop, the standardised TEBPQ scores improvement reached 20%. Furthermore, structured assessment stations with immediate feedback may improve overall learning efficiency by 35%. <b>Conclusions: </b>This study demonstrated that structured assessment stations with immediate feedback may improve overall learning efficiency over an EBP workshop alone. As a result, small group discussion, hands-on practice and additional immediate feedback structured assessment stations may be considered by educators who are interested in enhancing EBP ability among healthcare professionals.},
doi={10.12691/education-2-8-19}
publisher={Science and Education Publishing}
}