Purpose: This study investigated the impact of standardized nursing terminology video education on Intensive Care Unit (ICU) nurses' knowledge, perception, attitude, and self-efficacy in evidence-based practice. Methods: ICU nurses with over 1 year of clinical experience participated in the study, with 26 in the experimental group and 27 in the control group. The experimental group received standardized nursing terminology videos, while the control group received pamphlets. Standardized tools were used to measure outcomes before and after the intervention in both groups. The collected data were analyzed using SPSS 28.0. Differences between the experimental and control groups were analyzed using the x2 test, Fisher's exact test, and Independent t-test. Changes within groups for outcome variables were analyzed using paired t-test and Wilcoxon signed-rank test, while group differences were analyzed using Independent t-test and Mann-Whitney U test. Results: Standardized nursing terminology education significantly improved perception, attitude, and self-efficacy in evidence-based practice among ICU nurses. Knowledge scores increased from 22.77±6.59 to 27.58±3.61 (p<.001), perception scores from 24.65±5.78 to 28.54±3.84 (p=.001), attitude scores from 63.46±11.85 to 74.27±9.05 (p<.001), and self-efficacy in evidence-based nursing scores from 53.12±10.85 to 58.12±9.51 (p=.007). However, there was no significant difference in knowledge improvement between experimental and control groups. Conclusion This research provides evidence supporting the necessity of systematic education on standardized nursing language and its application in clinical practice to improve nurses' perceptions, attitudes, and self-efficacy in evidence-based nursing related to standardized nursing terminology.

Purpose: This study investigated the impact of standardized nursing terminology video education on Intensive Care Unit (ICU) nurses' knowledge, perception, attitude, and self-efficacy in evidence-based practice. Methods: ICU nurses with over 1 year of clinical experience participated in the study, with 26 in the experimental group and 27 in the control group. The experimental group received standardized nursing terminology videos, while the control group received pamphlets. Standardized tools were used to measure outcomes before and after the intervention in both groups. The collected data were analyzed using SPSS 28.0. Differences between the experimental and control groups were analyzed using the x2 test, Fisher's exact test, and Independent t-test. Changes within groups for outcome variables were analyzed using paired t-test and Wilcoxon signed-rank test, while group differences were analyzed using Independent t-test and Mann-Whitney U test. Results: Standardized nursing terminology education significantly improved perception, attitude, and self-efficacy in evidence-based practice among ICU nurses. Knowledge scores increased from 22.77±6.59 to 27.58±3.61 (p<.001), perception scores from 24.65±5.78 to 28.54±3.84 (p=.001), attitude scores from 63.46±11.85 to 74.27±9.05 (p<.001), and self-efficacy in evidence-based nursing scores from 53.12±10.85 to 58.12±9.51 (p=.007). However, there was no significant difference in knowledge improvement between experimental and control groups. Conclusion This research provides evidence supporting the necessity of systematic education on standardized nursing language and its application in clinical practice to improve nurses' perceptions, attitudes, and self-efficacy in evidence-based nursing related to standardized nursing terminology.

Purpose: This study investigated the impact of standardized nursing terminology video education on Intensive Care Unit (ICU) nurses' knowledge, perception, attitude, and self-efficacy in evidence-based practice. Methods: ICU nurses with over 1 year of clinical experience participated in the study, with 26 in the experimental group and 27 in the control group. The experimental group received standardized nursing terminology videos, while the control group received pamphlets. Standardized tools were used to measure outcomes before and after the intervention in both groups. The collected data were analyzed using SPSS 28.0. Differences between the experimental and control groups were analyzed using the x2 test, Fisher's exact test, and Independent t-test. Changes within groups for outcome variables were analyzed using paired t-test and Wilcoxon signed-rank test, while group differences were analyzed using Independent t-test and Mann-Whitney U test. Results: Standardized nursing terminology education significantly improved perception, attitude, and self-efficacy in evidence-based practice among ICU nurses. Knowledge scores increased from 22.77±6.59 to 27.58±3.61 (p<.001), perception scores from 24.65±5.78 to 28.54±3.84 (p=.001), attitude scores from 63.46±11.85 to 74.27±9.05 (p<.001), and self-efficacy in evidence-based nursing scores from 53.12±10.85 to 58.12±9.51 (p=.007). However, there was no significant difference in knowledge improvement between experimental and control groups. Conclusion This research provides evidence supporting the necessity of systematic education on standardized nursing language and its application in clinical practice to improve nurses' perceptions, attitudes, and self-efficacy in evidence-based nursing related to standardized nursing terminology.