A Successful Teaching Strategy for Applying Evidence-based Practice

Killeen, Mary B.; Barnfather, Janet S.

doi:10.1097/00006223-200505000-00016

Cited by 31 publications

(29 citation statements)

References 9 publications

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“…Previous studies findings focused on the need of adopting teaching strategies of EBP approach via nursing school curriculum plans to encourage nurses in implementing EBP within their work [24,25]. Majid et al [26], found that when the nurses are graduated from higher levels, including the graduate studies, they were more capable to benefit from the EBP activities.…”

Section: Discussionmentioning

confidence: 99%

Knowledge, Attitudes, and Practice about Evidence-Based Practice: A Jordanian Study

AbuRuz¹,

Hayeah²,

Al-Dweik³

et al. 2017

Health Sci J

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Background: Evidence-based practice has become a worldwide concern for healthcare staff and administrators as well as researchers. Evidence-based practice has been considered as critical element to improve quality of health services and achieving excellence in patient care. The implementation of Evidence-based practice in clinical environments has been challenging. One of the most important barriers to implement Evidence-based practice is knowledge deficit.

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Section: Discussionmentioning

confidence: 99%

Knowledge, Attitudes, and Practice about Evidence-Based Practice: A Jordanian Study

AbuRuz¹,

Hayeah²,

Al-Dweik³

et al. 2017

Health Sci J

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“…That particular intention has great potential as a strategy for teaching nursing research. Faculty have continued to report such approaches, including integration of faculty research into public health nursing courses (Ervin & Cowell, 2004) and application of evidence-based practice (Killeen & Barnfather, 2005).…”

Section: Discussionmentioning

confidence: 99%

Educators' Experience of Teaching Nursing Research to Undergraduates

Mansour¹,

Porter

2008

West J Nurs Res

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Most research pertaining to the teaching of nursing research has focused on learning outcomes and students' attitudes toward research. Few scholars have explored what it is like to teach nursing research. The purpose of this study was to describe the experience of teaching undergraduate nursing research. Data were obtained from 12 nurse educators through e-mail interviews and analyzed using Giorgi's method of descriptive phenomenology. Four meaning units describe the experience: marketing research content, introducing the research process, enhancing student abilities to learn about research, and enhancing personal abilities to teach research. The three meaning units that focus on faculty intentions toward students are somewhat consistent with prior research but include interesting new ideas. Concerning the last meaning unit, participants reported an interest in learning about teaching strategies, advanced statistics, and informational technology. Deans and directors should explore the learning needs of such faculty and offer appropriate ongoing education.

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“…In order for students to effectively acquire EBP knowledge and skill, the concepts of EBP should be systemically integrated into professional nursing courses (Burns & Foley, 2005;Rolloff, 2010). In addition, multiples strategies, well-developed teaching materials, and abundant resources are all important facilitators of EBP education (Killeen & Barnfather, 2005;Melnyk et al, 2008).…”

Section: Accepted Manuscriptmentioning

confidence: 99%