Collaborative Strategies for Teaching Evidence-Based Practice in Accelerated Second-Degree Programs

Abstract

An important challenge for teaching in accelerated second-degree programs is how to manage essential content within a compressed curriculum format. This article describes a project that used a collaborative model for teaching evidence-based practice (EBP) in a redesigned second-degree nursing program. Instructors in two courses shared responsibility for teaching basic concepts and guiding students' implementation of EBP in a clinical setting in partnership with clinical nurses. This approach resulted in a high degree of satisfaction for students, instructors, and nursing staff in clinical agencies. The project demonstrated collaborative teaching strategies can help students achieve basic knowledge in EBP and translate that knowledge into their clinical practice. Collaboration also can achieve more efficient learning experiences, a critical element in accelerated nursing programs.

Impacting Practice Through Evidence-Based Education

“…Many studies have been conducted regarding the effectiveness of including EBP principles in the primary nursing education curriculum. [26][27][28] However, more research needs to be conducted regarding the education of nurses who did not receive evidence-based education in their primary nursing education program. Little evidence was found that examined the effectiveness of including EBP instruction during employee orientation or mandatory educational sessions.…”

Effect of evidence‐based education on Iranian nursing students' knowledge and attitude

“…Bondmass (2007) and Corder (2007) taught the principles and process of evidence‐based approach to senior nursing students in a baccalaureate nursing program to achieve a better understanding in students, so that they value research evidence. Kruszewski et al . (2009) also used collaborative strategies for teaching evidence‐based practice in accelerated second‐degree programs.…”

“…Bondmass (2007) and Corder (2007) taught the principles and process of evidence-based approach to senior nursing students in a baccalaureate nursing program to achieve a better understanding in students, so that they value research evidence. Kruszewski et al (2009) also used collaborative strategies for teaching evidence-based practice in accelerated seconddegree programs. McAllister (2001) provided the opportunity for academic staff to consider the best ways to integrate evidence-based nursing into nursing education by development of a new undergraduate nursing curriculum.…”

Kunnskapsbasert praksis i sykepleierutdanningen

“…Hvor grundig laeringsaktivitetene ble beskrevet varierte i de inkluderte studiene. De fleste kombinerte forelesninger og/eller e-laering med påfølgende oppgaveløsning (20)(21)(22)(23)(24)(26)(27)(28)(29). En studie (20) undersøkte effekten av et interaktivt undervisningsopplegg i KBP over ett semester mot slutten av utdanningen.…”

“…Gruppearbeid Åtte artikler (20)(21)(22)(23)(24)(26)(27)(28) beskrev at studentene arbeidet i grupper hvorav seks beskrev en gruppestørrelse fra fire til seks deltakere (20-23, 26,28). En av artiklene beskrev gruppesammensetning på tvers av emner og nivåer (22).…”