Comparison of the traditional and block mode of delivery on undergraduate nursing students' perceived levels of preparedness to use evidence-based practice: a two-group experimental study.

ABSTRACT

OBJECTIVES: To examine how delivery time impacted on undergraduate nursing students' preparedness for evidence-based practice (EBP) by comparing the traditional semester mode and block mode of delivery models. METHODS: This two-group experimental study compared the traditional semester and block modes of delivery using a self-reported questionnaire. The factor of time was the variable in relation to learning with the block mode delivery being in a compressed timeframe. RESULTS: From a purposive sample, 219 students participated in the self-reported questionnaire. There were only two significant differences were the block mode of delivery students responded less positively to the statements 'the unit of study prepared them for knowledge and skills for EBP' and 'EBP should be discussed and shared in practice'. CONCLUSIONS: The transition from the traditional semester mode to the block mode delivery has had minimal impact on undergraduate nursing students' perceptions of EBP and its application to clinical practice.