Teaching critical appraisal skills for Nursing research

Jones, Sandra C.; Crookes, Patrick A; Johnson, Keryn

doi:10.1016/j.nepr.2011.03.002

Cited by 30 publications

(51 citation statements)

References 10 publications

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“…EBP curricula have traditionally been framed around the steps utilized in the EBP process; development of the population, intervention, comparison, outcome (PICO) question, literature searches, critical appraisal of research evidence, synthesis of findings, development of guidelines for clinical practice and knowledge translation strategies (Cullen, Titler, & Rempel, ; Hart et al., ; Jones, Crookes, & Johnson, ; Keib, Cailor, Kiersma, & Chen, ; Krainovich‐Miller, Haber, Yost, & Jacobs, ; Moore & Watters, ; Rojjanasrirat & Rice, ; Singleton, ). Assignments have included development of a PICO question and search strategy for a topic in the student's clinical area of focus, and completion of a critical review and synthesis of five to six research articles on their topic or a systematic review using the Joanna Briggs Institute model by student teams (Aromataris & Munn, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Assignments have included development of a PICO question and search strategy for a topic in the student's clinical area of focus, and completion of a critical review and synthesis of five to six research articles on their topic or a systematic review using the Joanna Briggs Institute model by student teams (Aromataris & Munn, ). Other assignments can include a critique of a systematic review using the PRISMA guidelines (Liberati et al., ) or a CPG using the AGREE instrument (AGREE Next Steps Consortium, ) or a proposal for a small test of change based on the evidence and guided by the Institute for Healthcare Improvement's (Ogrinc et al., ) Plan‐Do‐Study‐Act model (Jones et al., ; Keib et al., ; Krainovich‐Miller et al., ; Moore & Watters, ; Rojjanasrirat & Rice, ; Singleton, ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Effect of Evidence‐Based Practice (EBP) Courses on MSN and DNP Students’ Use of EBP

Moore

Watters

Wallston

2019

Worldviews Ev Based Nurs

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Purpose: The purpose of this study was to evaluate the effect of evidence-based practice (EBP) courses on nursing students' attitudes, perceived support from their professional network, self-efficacy, knowledge, and implementation of EBP.Design: This study utilized a two-group, pre-and posttest design with 190 Masters of Science in Nursing (MSN) and 37 Doctorate of Nursing Practice (DNP) students.Methods: An EBP instrument based on the theory of planned behavior was administered both before and after the EBP course (the intervention).

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Effect of Evidence‐Based Practice (EBP) Courses on MSN and DNP Students’ Use of EBP

Moore

Watters

Wallston

2019

Worldviews Ev Based Nurs

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“…Thus, the use of research evidence among nurses is delayed (Forsma et al ., ; Tagney & Haines, ). These findings confirm the continuing research‐practice gap in clinical practice (Higgins et al ., ; Jones et al ., ), which feeds into the debate on evidence‐based practice, where some argue that clinical nurses should take an active part in undertaking research, and some that their role should be restricted to applying the results produced by others (Roxburgh, ).…”

Section: Introductionmentioning

confidence: 99%

New Brunswick nurses' views on nursing research, and factors influencing their research activities in clinical practice

Robichaud-Ekstrand

2016

Nursing & Health Sciences

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New Brunswick became the first province in Canada to require a baccalaureate degree in nursing as the entry to practice, yet nursing research in hospital settings remains quite low. This study examined clinical nurses' views on nursing research, and identified some contributing factors to the research-practice gap. This descriptive, cross-sectional multicenter study involved 1081 nurses working in the Francophone Regional Health Authority in New Brunswick, Canada. Nurses were eager to identify nursing-care problems to improve patient care (92.9%), and to be involved in collecting data for nursing research studies (95.2%). However, without research supervision, few had engaged in basic research activities, such as formulating or refining research questions (24.5%), presenting at research conferences (6.9%), or changing their practice based on research findings (27.2%). Younger, more educated nurses, nurse managers, and educators participated more readily in research. Sharing research and clinical expertise, as well as infrastructures between academic and clinical institutions is the key to enduring successful patient-centered nursing research in clinical settings. Concrete actions are proposed to build clinical nursing research.

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“…14,15 Lastly, nurses must be aware of potential limitations in published literature and develop skills for critical appraisal to determine whether to trust articles they read on a given health issue. [16][17][18] In the current media-driven world, e-learning is increasingly used for professional training, especially in continuing education. [19][20][21][22] However, very few structured interventions, such as e-learning courses for increasing evidence-informed nursing practice, have been evaluated, and their effectiveness remains uncertain.…”

Section: Introductionmentioning

confidence: 99%

Adaptation and Evaluation of Online Self-learning Modules to Teach Critical Appraisal and Evidence-Based Practice in Nursing

Gagnon

Gagnon²,

Buteau³

et al. 2015

CIN: Computers, Informatics, Nursing

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Healthcare professionals need to update their knowledge and acquire skills to continually inform their practice based on scientific evidence. This study was designed to evaluate online self-learning modules on critical appraisal skills to promote the use of research in clinical practice among nurses from Quebec (Canada) and the Basque Country (Spain). The teaching material was developed in Quebec and adapted to the Basque Country as part of an international collaboration project. A prospective pre-post study was conducted with 36 nurses from Quebec and 47 from the Basque Country. Assessment comprised the administration of questionnaires before and after the course in order to explore the main intervention outcomes: knowledge acquisition and self-learning readiness. Satisfaction was also measured at the end of the course. Two of the three research hypotheses were confirmed: (1) participants significantly improved their overall knowledge score after the educational intervention; and (2) they were, in general, satisfied with the course, giving it a rating of seven out of 10. Participants also reported a greater readiness for self-directed learning after the course, but this result was not significant in Quebec. The study provides unique knowledge on the cultural adaptation of online self-learning modules for teaching nurses about critical appraisal skills and evidence-based practice.

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Teaching critical appraisal skills for Nursing research

Cited by 30 publications

References 10 publications

Effect of Evidence‐Based Practice (EBP) Courses on MSN and DNP Students’ Use of EBP

Effect of Evidence‐Based Practice (EBP) Courses on MSN and DNP Students’ Use of EBP

New Brunswick nurses' views on nursing research, and factors influencing their research activities in clinical practice

Adaptation and Evaluation of Online Self-learning Modules to Teach Critical Appraisal and Evidence-Based Practice in Nursing

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