Evidence-Based Practice Knowledge,Self-Efficacy,and Use Among Respiratory Therapy Faculty and Students

Background:

Evidence-based practice (EBP) is considered a major respiratory therapy competency established by the profession and essential to the clinical decision-making process. Currently, there is a limited understanding of what factors influence the use of EBP among respiratory therapists. The purpose of this study was to assess the factors associated with the use of EBP among respiratory therapy faculty teaching in a large community college system and post-professional students enrolled in a university-based, respiratory therapy baccalaureate degree completion program.

Methods:

An online self-administered questionnaire was developed and administered to assess EBP knowledge, self-efficacy, learning experiences, and use in practice. Binary logistic regression was conducted to determine which independent variables were predictors of EBP use in clinical decisions. IRB approval was obtained prior to initiation of this study.

Results:

A total of 25 faculty and 58 post-professional students responded to the survey. Faculty and students demonstrated sufficient knowledge and understanding of introductory concepts of EBP but knowledge of specific components of the EBP process was not as strong. Self-efficacy in knowledge and use of EBP among faculty and students was varied. Faculty and students rated their self-efficacy high in assessing patients’ needs, values and treatment preferences but were less confident using the PICO technique and interpreting common statistical tests. Students viewed their previous EBP learning experiences more favorably compared to faculty. Descriptive statistics for EBP knowledge, self-efficacy, and learning experiences are presented in the table. Faculty and students searched and read the research literature more often compared to critically appraising and using the research literature. Logistic regression analysis indicated no statistcally significant relationship of knowledge, self-efficacy, and learning experiences to the use of EBP, X2 (4, N = 54) = 7.73, P = .10.

Conclusions:

Results of this study suggested faculty and post-professional students in this study were knowledgeable and confident regarding EBP but the frequency of using EBP in clinical decisions was limited. While the EBP knowledge, self-efficacy, and learning experiences had minimal influence on the use of EBP, the results of the study provided the foundation for future research in this area.

Descriptive Statistics for EBP Knowledge, Self-Efficacy, and Learning Experiences