Journal of Education and Health Promotion

Abstract BACKGROUND: Evidence‑based performance competence has a significant impact on the
performance of care measures. The higher the qualifications of nurses, the more effective and
desirable their performance. Evidence‑based practice demonstrates the competencies and abilities
of nurses. There is a need for valid and reliable tools for evaluating and promoting evidence‑based
competence in nursing students, and there are few tools in reviewing studies, but they have not
considered the cultural dimension. The purpose of this study is to validate cultural competence in
evidence‑based practice for nursing students.
MATERIALS AND METHODS: A methodological and validation study was conducted in the School
of Nursing and Midwifery of Kermanshah and Ilam University of Medical Sciences in 2018. The
Evidence‑Based Performance Competency Questionnaire (  EBP‑COQ) is one of the most valid tools
used in various studies by Ruzafa‑Martinez et al. Initially, the original version of the competence in
evidence‑based practice questionnaire was translated into Persian after securing a permission from
the designer of the tool. Totally 300 nursing students were selected through simple sampling method
and entered into the study. The validity of the tool was evaluated using face validity and performing
factor analysis. The reliability of the questionnaire was evaluated using Cronbach’s alpha and internal
consistency. Statistical works were carried out in SPSS and AMOS.
RESULTS: To determine the content validity of the tool, comparative fit index of the statements
was obtained equal to 0.88. Factor analysis of the items yielded acceptable and statistically
significant results (P < 0.001). The reliability of the tool was determined using internal consistency
method (Cronbach’s alpha) for the whole tool, which was equal to 0.7. The reliability of the
questionnaire was investigated at two stages, and pretest/posttest correlation coefficients were
obtained (P < 0.05).
CONCLUSION: The questionnaire had an acceptable validity and reliability. It can be used to
evaluate evidence‑based practice. Among advantages of the tool is that it is easy to administer in
health‑care fields.

Abstract BACKGROUND: Evidence‑based practice (EBP) is the integration of clinical expertise, patient
values, and best research evidence into the decision‑making process for patient care. Identification
of barriers that refutes the use of EBP in day‑to‑day practice will go a long way in designing programs
for inculcating EBP among physiotherapy students. Therefore, the aim of this study was to identify
perceived barriers to EBP among physiotherapy students.
METHODS: A convenience sample of 429 participants were recruited from physiotherapy colleges
affiliated to a State Health Science University as per the inclusion criteria. Participants were asked to
fill the self‑reported questionnaire that was developed by researchers based on possible items from
previously developed surveys. Data collected were tabulated and analyzed by descriptive statistics.
Response frequencies for the survey questions were determined and displayed in graphical formats.
RESULTS: The study comprised of 182 final year students, 112 interns, and 135 postgraduate
students having a mean age of 21.29 (0.85), 22.30 (0.77), and 24.34 (1.45) years, respectively.
Majority of participants reported insufficient time, poor understanding of statistical analysis, lack of
research skills, lack of formal training, lack of access to paid article, poor ability to critically appraise
articles, and inadequate infrastructure facilities as barriers towards practicing EBP.
CONCLUSION: Physiotherapy students perceived various organizational, training‑related, and
personal barriers toward the use of EBP. Effective education could prove to be the most powerful
tool to overcome these barriers toward the use of EBP.

Abstract Background: Pregnancy and birth are unique processes for women. Women and families
hold different expectation during childbearing based on their knowledge, experiences, belief
systems, culture, and social and family backgrounds. These differences should be understood
and respected, and care is adapted and organized to meet the individualized needs of women
and families. The purpose of this study was to explore Iranian parturient needs, values and
preferences during normal labor and delivery. Materials and Methods: An exploratory
qualitative study was used. Twenty‑four parturient women from three governmental medical
training centers in Isfahan, Iran were recruited using purposive sampling. Participants were
recruited to low‑risk women after they had given birth, but before they were discharged from
hospital. Data were collected through semi‑structured in‑depth interviews, informal observations
and field notes. Interviews were transcribed verbatim and analyzed by the conventional content
analysis according to Graneheim and Lundman approach. Results: Women’s needs and
expectations fell into seven main categories: Physiological, psychological, informational, social
and relational, esteem, security and medical needs. All of the key needs in these data relates to
a fundamental need, named “sense of control and empowerment in childbirth.” Conclusion:
Knowing a woman’s needs, values, preferences and expectations during normal labor and
delivery assists healthcare professionals especially midwives in providing high‑quality care to
parturient women.