Creating disseminator champions for evidence-based practice in health professions education: An educational case report

Reicherter, E. Anne; Gordes, Karen L.; Glickman, Leslie B.; Hakim, Ellen Wruble

doi:10.1016/j.nedt.2012.12.003

Cited by 9 publications

(6 citation statements)

References 15 publications

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“…These strategies help faculty communicate important concepts of nursing research in a way that is meaningful and fun.Pierce [76]2016The e-Poster Conference: An Online Nursing Research Course Learning ActivityJournal of Nursing EducationUSAQualitativeNursing studentse-poster conferenceFrom all accounts, the conference was rated as positive, providing nursing students with opportunities to (a) view studies and projects from a wider nursing science audience, (b) foster the development of important evaluation and communication skills, and (c) be exposed to evidence that could be translated into their practice.Putnam [77]2011Conquering EBP using an embedded librarian and online search toolJournal of NursingUSAQualitativeNursing studentsEmbedded librarians + online search tools to assist students in the development and mastery of effective search techniquesEmbedded librarians and online search tools are useful to students as they develop information literacy skills related to searching for and screening information. Using these strategies for formative and summative assignments allows students to develop additional information literacy skills needed to integrate, analyse, apply, and present information.Raines [78]2016A collaborative strategy to bring evidence into practiceWorldviews on evidence-based nursingUSAQualitativeNursing studentsA teaching strategy which combines the clinical experience of nurses with nursing students’ evolving skills in reading, critiquing, and analysing research-based literatureThe teaching strategy presents a win-win situation in which students become engaged with clinical nurses in a unit-based project.Raurell-Torreda [79]2015Simulation-based learning as a tactic for teaching EBPWorldviews on evidence-based nursingSpainQualitativeNursing studentsSimulation-based learning (SBL) modules covering nursing competenciesThe simulation helped to educate nursing students in applying EBP.Reicherter [80]2013Creating disseminator champions for EBP in health professions education: An educational case reportNurse Education TodayUSAQualitativeNursing and physiotherapy studentsA model for developing EBP practitioners: Phase 1. Preparing students how to read, analyse and discuss levels of evidence.…”

Section: Resultsmentioning

confidence: 99%

“…Half of the studies identified in relation to “Collaboration with clinical practice”, referred to four or five of the Sicily Statement’s steps [38, 43, 70, 73, 80, 87, 89, 93]. In two of the studies, the steps were taught directly in clinical practice as part of the students’ clinical education [70, 93], and unlike the research courses and workshops methods, the last step of evaluation of change or outcome is carried out either partly or entirely in a clinical context.…”

Section: Discussionmentioning

confidence: 99%

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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%

Section: Discussionmentioning

confidence: 99%

Methods for teaching evidence-based practice: a scoping review

et al. 2019

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“…• Reicherter et al [41] describe how case reports, seminars, and champion building activities were introduced in second year nursing and health professions curricula as a way of fostering knowledge about evidence-based practice skills and disseminating research findings via poster presentations.…”

Section: Curricular Integration Of Evidence-based Nursingmentioning

confidence: 99%

Reflections on fostering student nurse evidence-based practice competencies via integration of nursing best practice guidelines

Ewers

Anyinam²,

Davis³

2022

JNEP

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Evidence-based nursing practice has been identified as an important nurse competency and standard of practice by nurse regulators and nurse educators in both the United States and Canada, yet little is known about the curricular strategies which foster development of evidence-based competencies in the undergraduate nursing context. Although there are several evidence-based practice models that are being used by nurses, much of the literature reflects evidence-based practice implementation strategies which are focused on nurses already in practice. It remains unclear how evidence-based practice competencies are being taught to undergraduate nursing students. In the Canadian context, the Registered Nurses’ Association of Ontario, promotes the implementation of Nursing Best Practice Guidelines as a viable strategy for implementing evidence-base nursing practice in both the clinical and academic contexts. Clinical and academic institutions that implement best practice guidelines and meet the outcome criteria of the Registered Nurses Association may be designated as a Best Practice Spotlight Organization. In this paper, two of the authors reflect on the curricular strategies they used to integrate Best Practice Guidelines into selected undergraduate nursing courses and the challenges and opportunities that this engendered as part of their university school of nursing’s journey to achieve designation as a Best Practice Spotlight Organization (Academic).

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“…Half of the studies identified in relation to "Collaboration with clinical practice", referred to four or five of the Sicily Statement's steps [38,43,70,73,80,87,89,93]. In two of the studies, the steps were taught directly in clinical practice as part of the students' clinical education [70,93], and unlike the research courses and workshops methods, the last step of evaluation of change or outcome is carried out either partly or entirely in a clinical context.…”

Section: Collaboration With Clinical Practicementioning

confidence: 99%

73 Methods for teaching evidence-based practice: a scoping review

et al. 2018

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BackgroundEBP skills are essential requirements in clinical practice among health professionals. Further knowledge about teaching Professional Bachelor Degree healthcare students evidence-based practice at undergraduate level is however needed. This scoping review aims to gather recommendations for teaching evidence-based practice across Professional Bachelor’s Degree healthcare programmes by mapping literature describing teaching methods for undergraduate healthcare students including the five steps suggested by the Sicily Statement.MethodsThree databases covering health, education and grey literature were searched. Full-text articles were screened by four reviewers and data extracted to two data extraction tools: 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.ResultsThe database search identified 1908 records. 181 records were eligible for full-text assessment and 73 studies were included. Studies were conducted from 2010–2016. 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 five steps, while few methods referred to all five steps.ConclusionsCollaboration with clinical practice is an advantageous method for teaching undergraduate healthcare students evidence-based practice; incorporating many of the Sicily Statements steps. Journal clubs and embedded librarians should be further investigated as methods to fortify existing methods of teaching.

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Creating disseminator champions for evidence-based practice in health professions education: An educational case report

Cited by 9 publications

References 15 publications

Methods for teaching evidence-based practice: a scoping review

Methods for teaching evidence-based practice: a scoping review

Reflections on fostering student nurse evidence-based practice competencies via integration of nursing best practice guidelines

73 Methods for teaching evidence-based practice: a scoping review

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