Blackboard facilitation: Reflection as a tool used to explore students experiences on Evidence-based Practice

Abstract

Introduction: Limited resources require EBP management that meets patients’ needs and preferences using newest research and expertise. Seeking out the best practices will lead to decreased length of stay and costs [1]. An evidence-based curriculum embedded across courses and years in the academic and clinical setting fosters the best method of facilitation of evidence-based decision-making [2]. EBP is not fully integrated into the curriculum of undergraduate nursing students. The undergraduate nursing curriculum is where nursing students must be introduced to EBP thus making the need for EBP in the curriculum an essential priority. Methods: The study was qualitative in nature. An EBP module was facilitated on Blackboard. Census sampling was used to select participants to ensure valuable information applicable to the research [3]. Informed consent were obtained from all final year undergraduate nursing students that agreed to participate. To ensure anonymity no student identifiers were used. Reflective journals served as qualitative data and were collected via Blackboard. Data were analyzed by using Tech’s six steps of content analysis. The researcher did the coding of the data which was verified by an independent external expert. Text that reflects a specific theme can be adjoined to represent certain experiences. Results: Reflective journals consist of memory and indicate opinions, perceptions, patterns and trends. Students could utilize Blackboard in a positive and safe environment. Timely feedback on a regular basis is a motivating experience and assists students to work through distressful clinical events, should any occur. There was a significant change in the students’ beliefs on the significance of EBP. EBP implementation took place concluding that EBP in the curriculum will contribute to the use of research utilization in practice. Students experienced the teaching strategies useful and reflected professional development. Conclusion: The reflective journals on Blackboard included self-assessment that involved organizing behavior. The knowledge gained from the EBP process motivated the students to implement EBP in the clinical setting. The students were facilitated to skilfully reflect and learn from each clinical situation. If a student is guided during the reflective process, it can lead to lifelong learning. Key words: Evidence-Based Practice, Curriculum, Reflection.