Measuring EBP competences

    EBP-knowledge and skills of students and teachers

    Publication date: 01 January 2013

    In the past few years, higher demands are being set on the knowledge of evidence-based practice (EBP) and research skills of higher vocational education students. Therefore, much attention is paid in education to the application and integration of evidence-based practices and the execution of (practice-based) research.


    Evidence-based practice (EBP), or the underpinning of one's professional practices with knowledge based on scientific research, is often applied in today’s health care (Kuiper et al., 2016). It has, therefore, been part of the programme for the bachelor program of the RUAS Institute for Health Care for over 10 years.

    To be able to evaluate the results of curriculum changes regarding EBP, we want to be able to determine the level of EBP-knowledge and skills of students. Because teachers act as role models for students, they are also involved in the research. The first aim of the research is to determine the present level of EBP knowledge and skills of the students and teachers of the various vocational education programmes.

    Research Project

    The EBP-knowledge and skills of the students and teachers of the Institute for Health Care (Occupational therapy, Physical therapy, Speech-Language therapy, Nursing and Midwifery) are measured using the Dutch Modified Fresnotest (Bacon et al., 2012). In addition, the Dutch Motivation List EBP (Spek et al., 2013) is completed to assess attitudes towards EBP.

    • Second- and fourth-year students of the bachelor degree programmes are asked to complete the questionnaire twice: before and after implementation of the curriculum changes. Professionals working in the field are also asked to complete the questionnaire (also various disciplines). The ethics committee of the NVMO (Dutch Society for Medical Education) approved this project.