Building Evidence-Based Practice Into the Foundations of Practice

Blazeck, Alice; Klem, Mary Lou; Miller, Thomas H.

doi:10.1097/nne.0b013e31820b4fe9

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…Knowledge transfer related to clinical problems should be the learning situations prioritised when teaching EBP at bachelor level.André [22]2016Embedding evidence-based practice among nursing undergraduates: Results from a pilot studyNurse Education in PracticeNorwayQualitativeNursing studentsInformation about voluntary participation in two different clinical research projects, education programme related to EBP, participation in clinical research projects, instructions and education in analysing and discussing findingsImprovement in skills and knowledge during the study. Students stated that EBP might have an influence on increasing the quality of nursing practice.Balakas [23]2010Teaching research and evidence-based practice using a service learning approachJournal of Nursing EducationUSAQualitativeNursing studentsA research course from a traditional format to one of evidence appraisal and synthesis, which incorporated service learning and collaborative learningResearch courses taught from an EBP perspective can provide motivation for students to incorporate research into their practice.Berven [24]2010Students collaborate with nurses from a nursing home to get an evidence based practice... Fourth European Nursing CongressJournal of Clinical NursingNorwayQualitativeNursing studentsGroups of students cooperated with professionals at Løvåsen teaching nursing home in identifying clinical issues that could be feasible to investigate and develop up to date, state-of-art guidelines in relation to model for EBPStudents have developed an understanding that the process of EBP should be utilised in clinical practice.Blazeck [25]2011Building EBP into the foundations of practiceNurse EducatorUSAQualitativeNursing studentsAssignment including choosing relevant topic and searching relevant databasesThe didactic instruction of the concepts of search and the terminology of search, collaborating with a medical librarian in the teaching and the design of the assignment, the grading rubric for the students, and the quality control visual correction tool for our multiple raters, has led to successBloom [26]2013Levelling EBP content for undergraduate nursing studentsJournal of professional nursingUSAQualitativeNursing students3 undergraduate research courses designed to prepare the graduate to identify, locate, read and critically appraise evidence at the individual study, systematic review, and clinical practice guideline levelsThe foundation achieved by baccalaureate graduates stand them in good stead as they pursue their clinical and academic careers.Boyd [27]2015Using Debates to Teach EBP in Large Online CoursesJournal of Nursing Education<...>…”

Section: Resultsmentioning

confidence: 99%

Methods for teaching evidence-based practice: a scoping review

et al. 2019

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Background This scoping review aims to gather and map inspiration, ideas and recommendations for teaching evidence-based practice across Professional Bachelor Degree healthcare programmes by mapping literature describing evidence-based practice teaching methods for undergraduate healthcare students including the steps suggested by the Sicily Statement. Methods A computer-assisted literature search using PubMed, Cinahl, PsycINFO, and OpenGrey covering health, education and grey literature was performed. Literature published before 2010 was excluded. Students should be attending either a Professional Bachelor’s degree or a Bachelor’s degree programme. Full-text articles were screened by pairs of reviewers and data extracted regarding: study characteristics and key methods of teaching evidence-based practice. Study characteristics were described narratively. Thematic analysis identified key methods for teaching evidence-based practice, while full-text revisions identified the use of the Sicily Statement’s five steps and context. Results The database search identified 2220 records. One hundred ninety-two records were eligible for full-text assessment and 81 studies were included. Studies were conducted from 2010 to 2018. Approximately half of the studies were undertaken in the USA. Study designs were primarily qualitative and participants mainly nursing students. Seven key methods for teaching evidence-based practice were identified. Research courses and workshops, Collaboration with clinical practice and IT technology were the key methods most frequently identified. Journal clubs and Embedded librarians were referred to the least. The majority of the methods included 2–4 of the Sicily Statement’s five steps, while few methods referred to all five steps. Conclusions This scoping review has provided an extensive overview of literature describing methods for teaching EBP regarding undergraduate healthcare students. The two key methods Research courses and workshops and Collaboration with clinical practice are advantageous methods for teaching undergraduate healthcare students evidence-based practice; incorporating many of the Sicily Statement’s five steps. Unlike the Research courses and workshop methods, the last step of evaluation is carried out partly or entirely in a clinical context. Journal clubs and Embedded librarians should be further investigated as methods to reinforce existing methods of teaching. Future research should focus on methods for teaching EBP that incorporate as many of the five steps of teaching and conducting EBP as possible.

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Section: Resultsmentioning

confidence: 99%

Methods for teaching evidence-based practice: a scoping review

et al. 2019

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“…4,6 Following publication of the Sicily statement which proposed that training in EBP should adopt the 'Ask, Acquire, Appraise, Apply and Assess' five step process model, EBP training has become an integral part of entrylevel health professional programs. [7][8][9] Several studies have investigated the impact of entrylevel EBP training on student outcomes in health professional disciplines such as medicine and nursing, and reported improvements in EBP knowledge, skills and attitudes. [10][11][12][13] However, little is known about the size of the effect of EBP training on outcomes in entry-level programs.…”

Section: Introductionmentioning

confidence: 99%

Magnitude of change in outcomes following entry-level evidence-based practice training: a systematic review

et al. 2013

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Objectives: The aim of this systematic review was to determine the magnitude of change (effect size) in outcomes (knowledge, attitudes, behaviours, skills and confidence) following evidence-based practice training in entry-level health professional students. Methods: Six electronic databases were searched for primary studies that investigated the effectiveness of evidence- based practice intervention(s) and reported on, or included data, to allow the calculation of effect size. Data were extracted regarding the effect size, or enabling calculation of effect size (mean, standard deviation, standard error, sample size). Results: Eight studies were found that met the inclusion criteria. Effect sizes for evidence-based practice knowledge and skills ranged from small (0.33) to huge (5.42). Four studies exploring attitudes found negligible (0.075) to medium (0.57) effect sizes. These studies assessing behaviours showed effect sizes ranging from negligible (0.031) to very large (1.34). Very large (0.89) and huge (3.03) effect sizes were reported for confidence with evidence-based practice. Conclusions: Few studies reported the effect size for outcomes and many did not report sufficient data to enable calculation of effect size. Considerable and varied improvements were found in students' evidence-based practice knowledge, skills and confidence after training

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“…5 Nurse educators have long struggled to find pedagogical strategies to respond to the gap between nursing theory and clinical practice. Most prelicensure baccalaureate nursing programs offer a basic research course.…”

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confidence: 99%