Study Protocol on “A study to assess the effectiveness of an Evidence-Based Practice educational program on clinical nurses’ EBP & Critical Thinking Skill competencies” at HMC, Qatar-Pre-post Design.

Abstract

Introduction: The relationship between EBP and Critical Thinking skills is desired in almost every discipline and plays a major role in decision-making and daily judgments. Promoting critical thinking through an evidence-based skills fair intervention (Gonzalez, H. C., et al,2020). The study aims to determine the effectiveness of an Evidence-Based Practice educational program that targets clinical nurses by assessing clinical nurses’ competencies in EBP & Critical Thinking.

Research Methodology: A one-group pre-posttest design will be adopted to evaluate the effectiveness of the Evidence-Based Practice educational program. subjects will be selected by simple random sampling. A baseline pretest will be conducted using a demographic tool, the EBP Competencies Scale Gallagher-Ford & Melnyk- 2022, and the Nursing Critical Thinking in Practice Questionnaire. Educational intervention

Results: Data analysis will be done using appropriate descriptive and inferential statistical methods. The anticipated outcome is to promote EBP & CT knowledge and practice among clinical nurses. Also, this study supports the development of educational programs and implements Evidence-based practice and critical thinking competencies at the Corporate Nursing and Midwifery Research Department level.

Discussion: The primary outcome will be to enhance the increase of 10% (EBP) Evidence-Based Practice competencies among clinical nurses from pretest and post-test scores as assessed by the EBP Competencies Scale Gallagher-Ford & Melnyk (2022). The secondary outcome will be enhancing the increase by 10% (CT) Critical Thinking competencies among clinical nurses from the pretest and posttest mean scores as assessed by the Nursing Critical Thinking in Practice Questionnaire (2000).