Comparison of four teaching methods on Evidence-based Practice skills of postgraduate nursing students

Fernandez, Ritin; Tran, Duong Thuy; Ramjan, Lucie M.; Ho, Carey; Gill, Betty

doi:10.1016/j.nedt.2012.10.005

Cited by 21 publications

(54 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Bachelor in Nursing in Spain, we believe it is vital to evaluate competence acquisition within clinical practice subjects, since the existing plurality of agents involved in them and the numerous institutional cultures and professional profiles that participate make it a complex subject to guarantee that all those specific and transversal competences of the degree have been acquired (22)(23)(24) . This complexity can be minimized by establishing instruments that centralize information and rubric systems that unify the criteria and methodological rigor of the different dimensions that make up the learning activities (25)(26)(27)(28) .…”

Section: Several Years After the Implementation Of Thementioning

confidence: 99%

“…In the face of this situation there are three major problems: the first refers to the complexity of the competences, the second is related to the difficulty to make evaluations with the different teaching methodologies, and the third refers to the lack of tools that centralize and computerize data to be able to establish in-depth analyzes of the reliability and validity of the instruments used for their measurement (21)(22) .…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Analysis of the evolution of competences in the clinical practice of the nursing degree

Martínez-Momblán

Colina-Torralva

Cueva-Ariza

et al. 2020

Rev. Latino-Am. Enfermagem

View full text Add to dashboard Cite

Objective: to analyze the student’s progression in the acquisition of specific and transversal competences in relation to the competence dimensions. Method: the cross-sectional descriptive study was carried out in the clinical practice subjects included in the Nursing Degree. We included 323 students and we contemplated the development of competences through an ad-hoc questionnaire with 4 dimensions: delivery and care management, therapeutic communication, professional development and care management. Results: the academic results between the practice of the second and third year showed an improvement in care provision and therapeutic communication skills (Clinical Placements I: 12%-29%; Clinical Placements II: 32%-47%) and worsened in professional development and care management (Clinical Placements I: 44%-38%; Clinical Placements II: 44%-26%). Conclusion: the correlations between these two years were high in all the dimensions analyzed. The evaluation of competence progression in the context of clinical practice in nursing university studies allows us to optimize these practices to the maximum and establish professional profiles with a greater degree of adaptation to the professional future.

show abstract

Section: Several Years After the Implementation Of Thementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Analysis of the evolution of competences in the clinical practice of the nursing degree

Martínez-Momblán

Colina-Torralva

Cueva-Ariza

et al. 2020

Rev. Latino-Am. Enfermagem

View full text Add to dashboard Cite

show abstract

“…It stresses on the use of research findings and other operational and evaluation data, the consensus of recognized experts, and affirmed experience to substantiate clinical practice. (5,6) The implementation of EBNP is a meaningful goal of healthcare professionals practicing in a wide range of disciplines and settings. However, according to the American Nurses Association such practice should occur within the context of available resources.…”

Section: Research Articlementioning

confidence: 99%

Effect of Evidence Based Nursing Practice Module on Faculty Staff’s Skills in Obstetrical and Gynecological Units

Hassan

Ahmed

Mohamed

2013

Journal of High Institute of Public Health

View full text Add to dashboard Cite

Background: Evidence-Based Practice is the integration of the best research evidence with clinical expertise and patient values in health decision making. Hence, Evidence based nursing practice ensures the use of current best available evidence to aid in decision making about the care of the patients to provide better outcomes. Objectives: to evaluate the effect of evidence based nursing practice module on faculty staff's skills in obstetrical and gynecological units. Methods: A pre-post quasi-experimental study was carried out on forty one faculty nursing staff at the Obstetrical and Gynecological nursing departments in Benha, Tanta and Zagazig Faculties of Nursing were included in the study. A pre-designed structured questionnaire was used to assess the participant skills: knowledge, practice, and attitude regarding evidence based nursing practice (EBNP) as well as the patient problem, intervention, comparison and outcome (PICO) model and perceived barriers hindering application of the EBNP. Results: The faculty nursing staff had deficient skills (knowledge& practice) and attitude regarding EBNP before implementation of the teaching module which led to significant improvement in their skills with improvement in their attitudes and their perception of barriers after applying the intervention ,where the mean practice score increased from a pretest level of 4.1 to a post test level of 5.1, p<0.001. Conclusion: Application of the EBNP teaching module in other nursing departments for further confirmation of the results is recommended. In addition, evaluate the impact of EBNP application on the patient outcome.

show abstract

“…1,2 One traditional approach in assisting students in managing their time is to assign specific due dates for individual assignments. 3 Even when such a methodology is applied, students may still request assignment extensions due to unforeseen circumstances. Is it possible to empower students to self-assign deadlines for their assignments?…”

mentioning

confidence: 99%

“…Students also fully understood that there was no extension time given after the assigned due dates for any clinical assignments, unless under extreme circumstances. 3 All of the students were adults with families and children, taking full course loads in a graduate program, and working full time in a medical facility. The outcome from the first stage of the study showed that only 1 student did not meet the first due date because of being 1 week postpartum.…”

mentioning

confidence: 99%

Flexibility in Graduate Clinical Assignments

2015

Nurse Educator

View full text Add to dashboard Cite

Comparison of four teaching methods on Evidence-based Practice skills of postgraduate nursing students

Cited by 21 publications

References 29 publications

Analysis of the evolution of competences in the clinical practice of the nursing degree

Analysis of the evolution of competences in the clinical practice of the nursing degree

Effect of Evidence Based Nursing Practice Module on Faculty Staff’s Skills in Obstetrical and Gynecological Units

Flexibility in Graduate Clinical Assignments

Contact Info

Product

Resources

About