Develop a Self-Evaluation Questionnaire for Evidence-Based Practice Education

Kee-Hsin Chen^{1, 2}, Pei-Chuan Tzeng³, Tzu-Hsuan Chen⁴, Ken N. Kuo⁵, Hsueh-Erh Liu⁶ and Chiehfeng (Cliff) Chen^{5, 7}

¹Department of Nursing, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan

²Graduate Institute of Clinical Medical Sciences, College of Medicine, Chang Gung University, Taiyuan, Taiwan;School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan;Evidence-Based Knowledge Translation Center, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan

³Evidence-Based Medicine Center, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan

⁴Department of Physical Medicine and Rehabilitation, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan

⁵Center for Evidence-Based Medicine, Taipei Medical University, Taipei, Taiwan

⁶School of Nursing, Chang Gung University, Taiyuan, Taiwan

⁷Evidence-Based Medicine Center, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan;Department of Public Health, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan;0Division of Plastic Surgery, Department of Surgery, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan

Cite this paper:
Kee-Hsin Chen, Pei-Chuan Tzeng, Tzu-Hsuan Chen, Ken N. Kuo, Hsueh-Erh Liu and Chiehfeng (Cliff) Chen. Develop a Self-Evaluation Questionnaire for Evidence-Based Practice Education. American Journal of Educational Research. 2014; 2(9):740-744. doi: 10.12691/education-2-9-6

Abstract

Background: Teaching Evidence-based practice (EBP) should be evaluated and guided by evidence of its own effectiveness. As educators implementing EBP training, they need instruments to evaluate the learning outcomes of trainees. For that reason, to develop a reliable and minimal time-consuming instrument is necessary. Purpose: The aim of this study was to examine the reliability and validity of an EBP evaluation instrument, the Taipei Evidence-Based Practice Questionnaire (TEBPQ). Methods: The content validity index (CVI) and Cronbach's αwere used to analyze the validity and reliability of the questionnaire. After that, a two parallel group (novice and experienced learner) study design for was designed to determine the construct validity of the instrument. Results: Taipei Evidence-Based Practice Questionnaire (TEBPQ) contained 26 self-report questions, which includes domain of ‘Ask’ (5 items), ‘Acquire’ (7 items), ‘Appraisal’ (4 items), ‘Apply’ (6 items) and ‘Attitude’ (4 items) of evidence-based practice, and learners’ basic characteristics. The overall CVI of TEBPQ was 0.9; while Cronbach's α was 0.87. The construct validity showed that all p values were significant (p<0.05) among 5 domains. Conclusions: The results indicated that the TEBPQ is an instrument with good validity and reliability for evaluating the effectiveness of EBP education.

Keywords:
evidence-based practice (EBP) continuing medical education reliability validity instrument development

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