Table 1 Characteristic of questionnaire/scale reviewed for items identification
Author | Questionnaire/scale | Items categories | Population |
|---|---|---|---|
Bennett KJSackett DL Haynes RB, Neufeld VR, Tugwell P & Roberts R (1987) [19] | - Critical Appraisal of the Clinical Literature to Medical Students | - Critical appraisal reading skills | Medical students |
Landry FJ, Pangaro L, Kroenke K, Lucey C, Herbers, J. (1994) [20] | - Medical student knowledge of research design, basic critical appraisal skills, and attitudes toward and clinical use of the medical literature | - Critical appraisal reading knowledge | Medical students |
- Investigation design knowledge | |||
- Skills in making clinical decision applying medical literature | |||
McColl A, Smith H & Field J (1998) [13] | General attitude toward Evidence-Based Medicine (EBM) | - Attitude towards EBM | General practitioners (UK) |
- Awareness and perceived usefulness of relevant extracting journals, review publications, and databases | |||
- Ability to access relevant databases | |||
- Understanding of technical terms used in EBM | |||
- Views on the perceived major barriers to practicing EBM | |||
- Views on how best to move from opinion based to EBM | |||
Fritsche L, Greenhalgh T, Falck-Ytter Y, Neumayer, HH, Kunz M. (2002) [21] | “Berlin Questionnaire” | -Knowledge about interpreting evidence | Medical students and residents |
-Skills to relate a clinical problem to a clinical question | |||
-Best design to answer a question | |||
-Use quantitative information from research to solve specific patient problems | |||
Ramos KD, Schafer S, Tracz SM. (2003) [22] | “Fresno test” | -Development of the investigation process: question formulation, adequate research design for this question, searching process and critical appraisal of the findings. | Medical residents |
Johnston J M, et al (2003) [5] | Knowledge, attitude and behaviour questionnaire to evaluate Evidence-Based-Practice (EBP) | - Future use of EBP | Undergraduate medical school students (Hong Kong) |
- Attitudes towards EBP | |||
- EBP knowledge | |||
- Personal applications and use of EBP | |||
Aarons G A. (2004) [23] | Evidence-Based Practice Attitude Scale (EBPAS) | - Intuitive appeal of EBP | Mental Health service providers (USA) |
- Likelihood of adopting EBP | |||
- Openness to new practices | |||
- Perceived divergence of usual practice with research-based developed interventions | |||
Upton D & Upton P (2006) [11] | Evidence-Based Practice Questionaire | - Practice of EBP | Registered nurses different setting (Wales) |
- Attitude towards EBP | |||
- Knowledge/skills associated with EBP | |||
Gerrish K, et al. (2007) [24] | Developing Evidence-Based Practice Questionnaire (DEBP) | - Bases of practice knowledge | Registered nurses (England) |
- Barriers to finding and reviewing evidence | |||
- Barriers to changing practice on the basis of evidence | |||
- Facilitation and support in changing practices | |||
- Skills in finding and reviewing evidence | |||
Thiel L & Ghosh Y (2008) [25] | Nurses’ Readiness for EBP Survey | - Informational needs | Registered nurses (USA) |
- Evidence-based culture | |||
- Perceived EBP knowledge | |||
- Attitude toward EBP Scale (NATES) | |||
Melynk B M et al. (2008) [26] | EBP Beliefs Scale and EBP Implementation Scale | - Beliefs toward EBP | Registered nurses (USA) |
- EBP implementation |