Volume 11, Issue 3 (8-2025)
Journal of Research in Applied and Basic Medical Sciences 2025, 11(3): 261-270 |
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Ethics code: Ethics No. IR. UMSU.REC.1399.299
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Alilu L, Namadi F, Ghodsi Astan P, Yadegar Tirandaz S. The Effect of Evidence-Based Education on Nursing Students’ Clinical Decision-Making. Journal of Research in Applied and Basic Medical Sciences 2025; 11 (3) :261-270
URL: http://ijrabms.umsu.ac.ir/article-1-434-en.html
URL: http://ijrabms.umsu.ac.ir/article-1-434-en.html
Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Urmia university of medical sciences. Urmia, Iran , Aliluleyla@gmail.com
Abstract: (31 Views)
Background The complexity of legal, professional, and educational issues requires that nurses acquire sufficient skills to make clinical decisions. Clinical decision-making represents a fundamental process in determining the most effective course of action to achieve the desired therapeutic outcomes. Therefore, this study was conducted to determine the effect of evidence-based education on the clinical decision-making of nursing students.
Methods This quasi-experimental investigation was conducted in 2021 at the Nursing and Midwifery Faculty of Urmia University of Medical Sciences. In this research, a total of 60 nursing students were enrolled through census sampling and were evenly divided into two groups: an intervention group (n = 30) and a control group (n = 30). Data were collected at three distinct time points: before the intervention, one week, and one month post-intervention, using a demographic questionnaire and the Clinical Decision-Making in Nursing Scale. Nursing students in the intervention group participated in six two-hour sessions focused on evidence-based nursing education, whereas those in the control group did not receive any intervention.
Results An analysis comparing the mean clinical decision-making scores between the intervention and control groups across various time points revealed that, before the intervention, the average clinical decision-making scores in the two groups were the same (p = 0.317). Nevertheless, a statistically significant difference emerged in the mean scores for clinical decision-making one week (p < 0.001) and one month after the intervention in the two groups (p < 0.001).
Conclusion Findings suggest that Evidence-based nursing education was associated with increased clinical decision-making skills, leading to potential improvements in quality and safe patient care. Teaching this skill to nursing students promotes the identity and independence of the profession among nurses, in addition to the benefits it provides to patients.
Methods This quasi-experimental investigation was conducted in 2021 at the Nursing and Midwifery Faculty of Urmia University of Medical Sciences. In this research, a total of 60 nursing students were enrolled through census sampling and were evenly divided into two groups: an intervention group (n = 30) and a control group (n = 30). Data were collected at three distinct time points: before the intervention, one week, and one month post-intervention, using a demographic questionnaire and the Clinical Decision-Making in Nursing Scale. Nursing students in the intervention group participated in six two-hour sessions focused on evidence-based nursing education, whereas those in the control group did not receive any intervention.
Results An analysis comparing the mean clinical decision-making scores between the intervention and control groups across various time points revealed that, before the intervention, the average clinical decision-making scores in the two groups were the same (p = 0.317). Nevertheless, a statistically significant difference emerged in the mean scores for clinical decision-making one week (p < 0.001) and one month after the intervention in the two groups (p < 0.001).
Conclusion Findings suggest that Evidence-based nursing education was associated with increased clinical decision-making skills, leading to potential improvements in quality and safe patient care. Teaching this skill to nursing students promotes the identity and independence of the profession among nurses, in addition to the benefits it provides to patients.
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