Figures index

From

The Learning Effectiveness of Structured Assessment Stations with Immediate Feedback in Evidence-Based Practice Education

Kee-Hsin Chen, Chiehfeng (Cliff) Chen, Pei-Chuan Tzeng, Hsueh-Erh Liu

American Journal of Educational Research. 2014, 2(8), 691-697 doi:10.12691/education-2-8-19
  • Figure 1. EBP Domain, time required and completing description of each station (Note: TEBPQ: Taipei Evidence-Based Practice Questionnaire)
  • Figure 2. The implementation and data collection process. (Note: TEBPQ: Taipei Evidence-Based Practice Questionnaire)
  • Figure 3. EBP learning efficiency trends according to the repeated TEBPQ measurements. The mean scores for ‘Appraisal’ domain(the lowest score at baseline) gained the most change (increase of 1.65 points), and the‘Attitude’ domain (the highest score at baseline)were increased 0.82 after four immediate feedback stations. After the EBP workshop and the Structured Stations with Immediate Feedback, the mean scores for all domains increased significantly (all p< .05). (Note: TEBPQ: Taipei Evidence-Based Practice Questionnaire)
  • Figure 4. The TEBPQ scores and improvement trends. After the EBP workshop, the Standardised TEBPQ scoresimprovement reached 19.7%. Furthermore, structuredstations with immediate feedback may improve overall learning efficiency by 35% above an EBP workshop alone.