A CREATE-Based Educational Intervention to Improve Evidence-Based Practice Competencies in a Low-Income Country: A Feasibility Pilot Study
TL;DR
This pilot study suggests that a CREATE-based teaching strategy delivered through synchronous distance learning is feasible and may improve EBP competencies among nurses and nursing students in Sudan, despite the challenges of a resource-constrained and conflict-affected setting.
Abstract
Highlights What are the main findings? A 40 h synchronous online educational program based on the CREATE framework was feasible for delivering evidence-based practice training to nursing students and registered nurses in Sudan. The intervention was associated with significant improvements in overall evidence-based practice competencies in both groups, with gains in knowledge among students and nurses, attitudes among students, and skills among registered nurses. What are the implications of the main findings? Synchronous distance learning, when supported by local institutional collaboration and cultural mediation, may represent a practical strategy to strengthen evidence-based practice capacity in resource-constrained and conflict-affected settings. Linking evidence-based practice education to a locally relevant clinical activity, such as the development of a Kangaroo Mother Care protocol, may enhance participants’ engagement and support the translation of evidence into practice. Abstract Background: Evidence-based practice (EBP) competencies remain limited in many low-income countries, where access to research training is often constrained by limited educational resources and humanitarian crises. This study evaluated the feasibility and preliminary effectiveness of a CREATE-based teaching strategy to improve EBP competencies among nurses and nursing students in Sudan. Methods: A quasi-experimental pre–post study without a control group was conducted among 29 participants (17 registered nurses and 12 nursing students) at Comboni College, Port Sudan. The intervention consisted of a 40 h synchronous online educational program based on the CREATE framework, integrating interactive lectures, practical group exercises, teach-back activities, and the collaborative development of an evidence-based Kangaroo Mother Care protocol. EBP competencies were assessed before and after the intervention using the EBP-COQ and EBP-COQ Prof© questionnaires. Paired-sample t-tests were used to compare pre- and post-intervention scores. Results: Nursing students demonstrated significant improvements in knowledge (p = 0.009), attitudes (p = 0.015), and overall EBP competency (p = 0.006), whereas changes in self-reported skills were not significant. Registered nurses showed significant improvements in knowledge (p < 0.001), skills (p < 0.001), and overall EBP competency (p < 0.001), while changes in attitudes and EBP utilization were not statistically significant. Conclusions: This pilot study suggests that a CREATE-based teaching strategy delivered through synchronous distance learning is feasible and may improve EBP competencies among nurses and nursing students in Sudan, despite the challenges of a resource-constrained and conflict-affected setting. Larger controlled studies are needed to confirm these findings and evaluate long-term educational and clinical outcomes.