Background: Evidence-based practice (EBP) is at the forefront of providing quality patient care by using the best available evidence, clinical expertise, and considering patient needs and preferences for clinical decisions. However, EBP may not be consistently used even when the evidence supports the therapy. 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 advancement program. Methods: A non-probability, descriptive survey research design was used to develop and administer an online questionnaire. Results: All participants 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 degree advancement students varied. Faculty and students rated their self-efficacy high in assessing patients' needs, values and treatment preferences but were lower for using the patient/population/problem, intervention, comparison, outcome (PICO) technique and interpreting common statistical tests. Students viewed their previous EBP learning experiences more favorably compared to faculty (p=.008). 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 statistically significant relationship of knowledge, self-efficacy, and learning experiences to the use of EBP among respiratory therapy students, X ²(4, N = 54) = 7.73, p = .10. Conclusion: Results suggested respiratory therapy faculty and students were knowledgeable and confident regarding EBP but their use of 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 provide a foundation for future research.

中文翻译：

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评估呼吸治疗师的循证实践知识、自我效能和使用情况。

背景：基于证据的实践（EBP）处于通过使用最佳现有证据、临床专业知识并考虑患者需求和临床决策偏好来提供优质患者护理的最前沿。然而，即使有证据支持该疗法，EBP 也可能无法持续使用。本研究的目的是评估大型社区学院系统中呼吸治疗教师和入读大学呼吸治疗学士学位升读项目的专业后学生中使用 EBP 的相关因素。方法：采用非概率描述性调查研究设计来开发和管理在线调查问卷。结果：所有参与者都对 EBP 的介绍性概念表现出足够的知识和理解，但对 EBP 过程的特定组成部分的了解并不那么强。教师和学位进修生在 EBP 知识和使用方面的自我效能感各不相同。教师和学生在评估患者需求、价值观和治疗偏好方面的自我效能感较高，但在使用患者/人群/问题、干预、比较、结果 (PICO) 技术和解释常见统计测试方面的自我效能感较低。与教师相比，学生对他们之前的 EBP 学习经历更加满意 ( p =.008)。与批判性评价和使用研究文献相比，教师和学生更频繁地搜索和阅读研究文献。Logistic 回归分析表明，呼吸治疗学生的知识、自我效能和学习经验与 EBP 的使用之间没有统计学上的显着关系，X ² (4, N = 54) = 7.73，p = .10。结论：结果表明，呼吸治疗师和学生对 EBP 知识渊博且充满信心，但他们在临床决策中对 EBP 的使用有限。虽然EBP知识、自我效能和学习经历对EBP的使用影响很小，但研究结果为未来的研究奠定了基础。