An Educational Innovation to Foster Evidence-Informed Practice

Abstract

This article describes an innovation in baccalaureate nursing education that is intended to assist in the preparation of nursing students for careers in which evidence-informed practice is an imperative. The innovation involves the combination of central aspects of the internationally recognized Registered Nurses' Association of Ontario Best Practice Guidelines Program with existing curricular goals and themes in a baccalaureate nursing program at a small university in southern Ontario in Canada.

Methods for teaching evidence-based practice: a scoping review

“…Evaluate change or outcomeBalakas, 2010 [23]Research courses and workshopsStudents learned how to use their clinical PICO question…..as a guide for conducting literature searchesStudents were guided in the use of rapid appraisal guidelines for quantitative and qualitative research. Written critical appraisals were completed to further develop students’ critiquing skillsEach student group presented their PICO questions, evidence synthesis, reference list, and recommendations to the community programme managersStudents learned to evaluate a body of evidenceClassroom + clinical practiceBloom, 2013 [26]Research courses and workshopsNursing Science I: The process of reviewing the literature is explored, and the final project for the course is a literature search designed to identify the most current evidence available for a given topicNursing Science II: The emphasis of the course is on critical appraisal of a primary research reportNursing Science III: Students use evidence-based models to systematically practice decision-making skills related to a clinical question of interest to themClassroomBoyd, 2015 [27]Research courses and workshopsClassroomCable-Williams, 2014 [29]Research courses and workshopsClassroom + clinical practiceDavidson, 2016 [33]Research courses and workshopsStudents learn to develop PICO clinical questions……searches for external evidence to answer focused clinical questions……participates in the critical appraisal of published research studies……to determine their strength and applicability to clinical practice……and disseminates best practices supported by evidence to improve quality of care and patient outcomesClassroomDewar, 2012 [35]Research courses and workshopsFour 3-h writing workshops including how to develop a clinical question……and identify relevant information from published researchstudiesClassroomFriberg, 2013 [42]Research courses and workshopsStudents had a close collaboration with librarians with ten different workshops focusing on different aspects of literature retrievalStudents used knowledge-based analysis of both quantitative and qualitative results……and best evidence for a specific nursing action and transformed results and new knowledge into practiceClassroomJakubec, 2013 [47]Research courses and workshopsStudents wrote their appraisal of evidence in an existing policy or guideline……met with a health reference librarian to conduct a systematic s...…”

Exploring on nursing educational innovation with best practice guidelines to cultivate evidence-informed practice

“…In clinical classes, we also require students to preview the guideline materials, ask questions relating to the recommendations, and complete leave assignments to critically analyze the applicability of selected BPGs in the long-term facilities. [12] Students are also expected to integrate them into their clinical work.…”

Knowledge, skills, and attitudes of nursing students on evidence-based practice

“…In Nursing curricula, EBP is considered a central component (11) and is approached since the 2000s, being strongly recommended in the United States (12) , in Europe (13) , in Australia (14) and in Canada (15) . In the United Kingdom, competence in EBP is mandatory for Nursing courses (16) .…”