Capability beliefs to access research-based knowledge in emergency department registered nurses who provide direct care: A two-group randomized control trial

The purpose of this study was to examine the effect of an evidence-based practice video on capability beliefs of emergency nurses to access research-based knowledge for everyday practice. A randomized, two-group, experimental design was implemented using a sample of 260 emergency department (ED) nurses. The experimental group consisted of 147 nurses, each of who viewed the intervention video, which demonstrated user-friendly ways to access research-based knowledge. The remainder of the participants viewed an unrelated video. Confidence levels were measured using the Evidence-Based Practice Capability Beliefs Scale (EBPCBS) post intervention. For inferential findings, data was analyzed using Independent T-tests and Mann-Whitley U. Descriptive statistics and p-values were compared and Chi-square statistics were used. The setting for data collection for this study was online via a link to a survey in PsychDATA. Convenience sampling using a peer-referral strategy was used to recruit participants. Demographic information was obtained following completion of the survey. There were statistically significant differences (p< 0.05) between the randomized groups for each survey question, as well as overall confidence levels. Confidence levels were
measured as mean scores for the six questions on the EBPCBS, with the intervention group consistently scoring higher. Descriptive statistics for the sample found no significant differences between the two groups based on demographic data. The ED nurses, who viewed the intervention video, reported significantly higher confidence levels (M = 3.00, SD = 0.63) to access research-based knowledge, when compared to ED nurses who viewed an unrelated video group (M = 2.51, SD = 0.98). Key words: evidence-based practice, research-based practice, research-based knowledge, capability beliefs, nursing best practice, nurse decision-making.