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

Kee Hsin Chen, Pei Chuan Tzeng, Tzu Hsuan Chen, Ken N. Kuo, Hsueh Erh Liu, Chieh-Feng Chen

Research output: Contribution to journalArticle

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.
Original languageEnglish
Pages (from-to)740-744
Number of pages5
JournalAmerican Journal of Educational Research
Volume2
Issue number9
DOIs
Publication statusPublished - Aug 2014

Fingerprint

Diagnostic Self Evaluation
Evidence-Based Practice
Education
Reproducibility of Results
Surveys and Questionnaires
Self Report
Teaching
Learning

Keywords

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

Cite this

Develop a Self-Evaluation Questionnaire for Evidence-Based Practice Education. / Chen, Kee Hsin; Tzeng, Pei Chuan; Chen, Tzu Hsuan; Kuo, Ken N.; Liu, Hsueh Erh; Chen, Chieh-Feng.

In: American Journal of Educational Research, Vol. 2, No. 9, 08.2014, p. 740-744.

Research output: Contribution to journalArticle

Chen, Kee Hsin ; Tzeng, Pei Chuan ; Chen, Tzu Hsuan ; Kuo, Ken N. ; Liu, Hsueh Erh ; Chen, Chieh-Feng. / Develop a Self-Evaluation Questionnaire for Evidence-Based Practice Education. In: American Journal of Educational Research. 2014 ; Vol. 2, No. 9. pp. 740-744.
@article{f5a330f649d14e01b89ea901c1441d5a,
title = "Develop a Self-Evaluation Questionnaire for Evidence-Based Practice Education",
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",
author = "Chen, {Kee Hsin} and Tzeng, {Pei Chuan} and Chen, {Tzu Hsuan} and Kuo, {Ken N.} and Liu, {Hsueh Erh} and Chieh-Feng Chen",
note = "doi: 10.12691/education-2-9-6",
year = "2014",
month = "8",
doi = "10.12691/education-2-9-6",
language = "English",
volume = "2",
pages = "740--744",
journal = "American Journal of Educational Research",
issn = "2333-4770",
publisher = "Science and Education Publishing",
number = "9",

}

TY - JOUR

T1 - Develop a Self-Evaluation Questionnaire for Evidence-Based Practice Education

AU - Chen, Kee Hsin

AU - Tzeng, Pei Chuan

AU - Chen, Tzu Hsuan

AU - Kuo, Ken N.

AU - Liu, Hsueh Erh

AU - Chen, Chieh-Feng

N1 - doi: 10.12691/education-2-9-6

PY - 2014/8

Y1 - 2014/8

N2 - 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.

AB - 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.

KW - evidence-based practice (EBP)

KW - continuing medical education

KW - reliability

KW - validity

KW - instrument development

U2 - 10.12691/education-2-9-6

DO - 10.12691/education-2-9-6

M3 - Article

VL - 2

SP - 740

EP - 744

JO - American Journal of Educational Research

JF - American Journal of Educational Research

SN - 2333-4770

IS - 9

ER -