Efficacy of the ACEStar Model© and Essential Competencies in a MS Program

Problem:  Data related to an effective framework for teaching/learning evidence-based practice (EBP) and a measure of students’ EBP competency at the Masters in Nursing (MS) level are needed.

Evidence: Data support the ACEStar Model^© as an effective framework for teaching/ learning EBP at the undergraduate and doctoral levels. Additionally content and construct validity have been reported for the Essential Competencies for EBP in Nursing (ECEBP) at all educational levels.

Strategy/Practice Change: The purpose of this study is to demonstrate the effect of the ACEStar Model^© as the framework for teaching EBP using the masters level  ECEBP as an outcome measure of learning EBP in a MS Program.

Procedure: A new EBP course was developed for a well-established MS program which recently transitioned to include an online delivery modality; the ACEStar Model^© was used as the framework for this new course.  Modules and learning activities center on the five ‘star points’.

Evaluation: The masters’ level ECEBP were formatted into a 28-item, self-rated measure of EBP competency. The items reflect the masters level ECEBP.  Students were asked to rate their perceived level of competence using a Likert scale, which ranged from 1 – 5 representing ‘No Competence’ to ‘Expert Competence’. Competency was measured before and after the EBP course.

Results:  Data were collected from January - June 2012. Students were from 3 consecutive cohorts, representing 45 states and the District of Columbia  (N = 65, 96% female, programs tracks included Family Nurse Practitioner (91%), Midwifery/Women’s Health (8%), and Nurse Educator (1%) tracks.  Descriptive statistics, Repeated ANOVA, and internal consistency reliability testing were utilized.  Following the EBP course, significant pre-post changes were noted in all subscales (p = 0.000) and in the total score (p = 0.004). Chronbach Alpha reliability values ranged from .81-.95/.98 and .76-.94/.97 for pre- and post-course administrations for the subscales/total scores, respectively.

Lessons Learned/Recommendations: Based on the reliability noted, and significant change in MS level ECEBP scores, the use of the ACEStar Model^© demonstrated efficacy as a framework for teaching and learning EBP in this sample of MS students.