Effectiveness of Evidence‐Based Practice‐Based Mentor Nurse Training Program: A Quasi‐Experimental Controlled Study Design

ABSTRACT

Background

The translation of evidence-based practice (EBP) into routine nursing practice remains a persistent challenge.

Aim

To evaluate the impact of a structured EBP Mentor Nurse Training Program, developed using the Johns Hopkins EBP model as a process guide and conceptually grounded in the ARCC (Advancing Research and Clinical Practice through Close Collaboration) model, which emphasizes the development of EBP mentors to enhance implementation and competency.

Method

This quasi-experiment used a pretest-posttest design with equivalent control and intervention groups (n = 52; intervention group = 26, control group = 26). The intervention consisted of a blended training program (16 h face-to-face, 3 h online) covering EBP, mentoring, and communication skills. The control group received no intervention. Data were collected using the Nurse Information Form, the Evidence-Based Practice Evaluation Competency Scale, and the Mentoring Scale. The TREND statement guided reporting.

Results

Post-test results indicated significant improvements in the intervention group's EBP knowledge sub-dimension and total competency scores. Statistically significant gains were also observed in the coaching, role modeling, counseling, acceptance and approval, and friendship sub-dimensions of the Mentoring Scale. Effect sizes ranged from d = 0.5 (coaching) to d = 0.8 (EBP knowledge), indicating moderate to large practical significance.

Linking Evidence to Action

Structured EBP mentorship programs effectively enhance nurses' knowledge, EBP competencies, and mentoring abilities. These outcomes align with the ARCC model, supporting the cultivation of EBP mentors as a sustainable strategy for EBP integration. Incorporating blended learning and active mentorship in nursing education can foster a culture of collaboration, improve clinical decision-making, and promote better patient outcomes.