Students For Evidence-based Practice Research Articles

Engaging Undergraduate Students in Evidence-Based Practice.

Engaging Undergraduate Students in Evidence-Based Practice.

The validity and reliability study of the Turkish version of the evidence based practice evaluation competence questionnaire

IntroductionIdentifying the competence of nursing students in evidence-based practice in nursing is important in planning education to train nurses to know, apply and improve evidence-based practice. PurposeTo perform a validity and reliability study for the Turkish version of the “Evidence-based Practice Competence of Nursing Students” questionnaire. DesignThis methodological study was conducted with 199 undergraduate nursing students in a university located in eastern Turkey, between April 1 2014 and February 4 2016. Written permission of the authors, relevant institutions and the students' verbal consent were obtained before administering the questionnaire. The Evidence-based Practice Evaluation Competence Questionnaire (EBP-COQ), developed by Ruzafa-Martinez in Spain, was used for data collection. The 5-point Likert-type scale includes 25 items and three subscales. ResultsThe opinions of eight experts were consulted to test content validity, and the content validity index was found to be 0.93. In the factor analysis of the scale, the KMO index was 0.856, and Barlett's sphericity test yielded the results, X2=2174.93, df=300 and p=0.000. Cronbach's alpha coefficient was found to be 0.826. The scale's goodness of fit index (AGFI) is 0.755, and its ratio of chi-square statistic to degrees-of-freedom was (X2/df) 2.416 (X2=657.364 df=272). Its root mean square error of approximation (RMSEA) was 0.076, its Tucker-Lewwas index (TLI) 0.902, and its comparative fit index (CFI) value was 0.926. ConclusionIt was determined that the Turkish version of the scale is a valid and reliable tool for determining the competence of students in evidence-based practice.

A Drug Information Center Module to Train Pharmacy Students in Evidence-based Practice

To use a drug information center training module to teach evidence-based medicine to pharmacy students and to assess their satisfaction with the experience. During the 5-week module, students were taught how to develop information search strategies and to conduct critical analysis of scientific papers. The instructors developed activities based on past requests received by the university's Drug Information Center. The complexity of the assignments increased throughout the module. One hundred twenty-one students were trained between August 2009 and July 2010. Sixty-seven (55.4%) completed a voluntary assessment form at the completion of the 5-week module. Students' feedback was positive, with 11 students suggesting that the module be integrated into the undergraduate curriculum. The most frequently (52.2%) mentioned area of dissatisfaction was with the performance of computers in the computer laboratory. The drug information center training module was an effective tool for teaching evidence-based medicine to pharmacy students. Additional research is needed to determine whether graduates are able to apply the knowledge and skills learned in the module to the pharmacy practice setting.

Preparing Clinical Preceptors to Support Nursing Students in Evidence-Based Practice

Staff nurse preceptors contribute importantly to student learning and to academic program outcomes; however, academic-clinical partnerships can offer focused learning opportunities for preceptors as well. This study addressed different interest levels in evidence-based practice across clinical settings by testing the effectiveness of a workshop designed to increase preceptor knowledge and endorsement of evidence-based practice. Nurse preceptor participants (N = 160) recruited from seven hospitals during 2009 to 2011 had an average age of 43.9 (SD = 11.5) and an average of 17.0 (SD = 11.2) years of nursing experience. Participants' scores on the Evidence-Based Practice Beliefs Scale improved significantly from pretest to posttest (M(pre) = 59.0, SD(pre) = 8.4, M(post) = 66.4, SD(post) = 6.8, p < .001), which was confirmed by subgroup analyses. At follow-up (1 to 25 months), 52% of the nurse preceptors reported increased use of evidence-based practice. This study indicates that a short collaborative, content-focused workshop can promote preceptor endorsement of evidence-based practice.

A Real-World Experience to Engage Students in Evidence-Based Practice

A Real-World Experience to Engage Students in Evidence-Based Practice

Incorporating Foundational Evidence-Based Practice Concepts and Skills Across an Athletic Training Education Program

Objective: The purpose of this article is to provide an example of how to develop and implement an evidence-based practice (EBP) concepts and skills plan in an athletic training education program (ATEP). Background: Evidence-based practice is an integral part of medical practice today. As stated in the Athletic Training Educational Competencies 4th edition, athletic training educators are expected to develop their students' abilities to engage in EBP. However, foundational concepts and skills are needed to effectively practice EBP. Description: To eliminate redundancy and better prepare our students for EBP, a plan based on incorporating foundational concepts and skills concepts in small, sequential doses in our ATEP was devised and implemented. Clinical Advantage(s): Exposure to foundational EBP concepts and skills is necessary for students to actively engage in EBP. Conclusion(s): Despite the challenges for both students and faculty, the plan ensures we expose our students to EBP concepts and skills, therefore better enabling them to engage in EBP.

Teaching thoughtful practice: Narrative pedagogy in addictions education

Preparing practitioners for this rapidly changing and demanding health care environment is challenging. A surge in knowledge development and scientific advancement has placed a priority on technical skill and a focus on content driven educational processes that prepare students for evidence-based practice. However, the most difficult health care scenarios require thinking-in-action and thoughtfulness as well as didactic knowledge. It is our contention that interpretive educational methods, like narrative pedagogy, will promote judgment-based practice that includes use of evidence and delivery of thoughtful care. In this article, we describe and interpret a narrative approach to addictions content and teaching thoughtful practice. We present our pedagogical process, including observations and field notes, to show how interpretive pedagogies can be introduced into nursing curricula. By presenting this process, the reader is invited to consider interpretive methods as a way to inspire and habituate thoughtful practice and judgment-based care.

Connecting Practice to Evidence Using Laptop Computers in the Classroom

Evidenced-based practice is no longer a "frill" but a necessity, demanded by an evolving healthcare system and the needs of practice, professional nursing bodies, and American consumers who want safe, quality care. Although its importance has been touted by the profession, incorporating evidence into practice is not a skill for which nurses at point of care are ready. Preparation for evidence-based practice must begin in basic educational programs. Yet, the process of using evidence to guide practice is complex especially for undergraduate students who are only beginning to ask questions let alone answer them. Nursing schools have responded to the professional call to evidence-based practice with the use of a variety of teaching approaches. This article presents a unique approach, not previously described, involving the use of laptops in an undergraduate nursing research course to equip students for evidence-based practice, giving students hands-on experience with the process and introducing students to online resources. Student feedback and educator reflections highlight the value of the technology in expediting student learning and comfort with evidence-based practice.

Evidence-Based Resources and the Role of Librarians in Developing Evidence-Based Practice Curricula

The implementation of evidence-based practice (EBP) requires acquisition and use of a complex set of skills, including the ability to locate and critically evaluate clinically relevant research literature. In this article, we discuss information resources and tools that may be of value to educators faced with the task of teaching students to search for and evaluate research-based evidence. In addition, we discuss how health sciences librarians, with the use of new models of information instruction and delivery, can work with nursing faculty in developing curricula for training students in EBP.