Evaluation Criteria for Nursing Student Application of Evidence-Based Practice: A Delphi Study

Bostwick, Lina; Linden, Lois

doi:10.3928/01484834-20160516-06

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…Indeed, learning outcomes appear more effective if the teaching strategies are connected to clinical practice [ 42 ]. This notion was emphasised in the core clinical evaluation criteria developed in the Delphi Study by Bostwick and Linden [ 43 ]. In contrast, Ilic and Maloney [ 44 ] found no difference in learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

Strategies for teaching evidence-based practice in nursing education: a thematic literature review

et al. 2018

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BackgroundEvidence-based practice (EBP) is imperative for ensuring patient safety. Although teaching strategies to enhance EBP knowledge and skills are recommended, recent research indicates that nurses may not be well prepared to apply EBP. A three-level hierarchy for teaching and learning evidence-based medicine is suggested, including the requirement for interactive clinical activities in EBP teaching strategies. This literature review identifies the teaching strategies for EBP knowledge and skills currently used in undergraduate nursing education. We also describe students’ and educators’ experiences with learning outcomes and barriers.MethodsWe conducted literature searches using Medline, Embase, CINAHL, ERIC and Academic Search Premier. Six qualitative studies and one mixed-method study met the inclusion criteria and were critically evaluated based on the Critical Appraisal Skills Programme. Using Braun and Clarke’s six phases, the seven studies were deductively and thematically analysed to discover themes.ResultsFour teaching strategy themes were identified, including subthemes within each theme: i.e., interactive teaching strategies; interactive and clinical integrated teaching strategies; learning outcomes; and barriers. Although four studies included a vague focus on teaching EBP principles, they all included research utilisation and interactive teaching strategies. Reported learning outcomes included enhanced analytical and critical skills and using research to ensure patient safety. Barriers included challenging collaborations, limited awareness of EBP principles and poor information literacy skills.ConclusionFour of the seven analysed studies included a vague focus on the use of EBP teaching strategies. Interactive teaching strategies are used, but primary strategies focus on searching for and critically appraising research for practice-based application. Although this review included a relatively small sample of literature, the findings indicate a need for more qualitative research investigating interactive and clinically integrated teaching strategies towards further enhancing EBP undergraduate nursing students’ knowledge and skills.

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Section: Discussionmentioning

confidence: 99%

Strategies for teaching evidence-based practice in nursing education: a thematic literature review

et al. 2018

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“…Therefore, our study sample is representative of this subset of family caregivers whose loved ones tell their illness stories on social media. There is no universal agreement on the proper size of the expert panel for Delphi methods; however, panels have ranged in size from 4 to more than 3000 participants [ 25 , 26 ]. Regardless of the large range of sample sizes in research studies, 5-10 experts are suggested [ 26 ].…”

Section: Methodsmentioning

confidence: 99%

Advancing the Science of Recruitment for Family Caregivers: Focus Group and Delphi Methods

et al. 2019

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Background Successful recruitment of participants is imperative to a rigorous study, and recruitment challenges are not new to researchers. Many researchers have used social media successfully to recruit study participants. However, challenges remain for effective online social media recruitment for some populations. Objective Using a multistep approach that included a focus group and Delphi method, researchers performed this study to gain expert advice regarding material development for social media recruitment and to test the recruitment material with the target population. Methods In the first phase, we conducted a focus group with 5 social media experts to identify critical elements for effective social media recruitment material. Utilizing the Delphi method with 5 family caregivers, we conducted the second phase to reach consensus regarding effective recruitment videos. Results Phase I utilized a focus group that resulted in identification of three barriers related to social media recruitment, including lack of staff and resources, issues with restrictive algorithms, and not standing out in the crowd. Phase II used the Delphi method. At the completion of Delphi Round 1, 5 Delphi participants received a summary of the analysis for feedback and agreement with our summary. Using data and recommendations from Round 1, researchers created two new recruitment videos with additions to improve trustworthiness and transparency, such as the university’s logo. In Round 2 of the Delphi method, consensus regarding the quality and trustworthiness of the recruitment videos reached 100%. Conclusions One of the primary challenges for family caregiver research is recruitment. Despite the broad adoption of social media marketing approaches, the effectiveness of online recruitment strategies needs further investigation.

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“…The Delphi method was used to guide the faculty and student focus groups as it is well suited to build consensus on a topic, utilizing a panel of experts to discuss and/ or expand on data collected from other data collection methods such as questionnaires or surveys (Bostwick & Linden, 2016). Developed in the 1950s and still widely utilized today, the goal of the Delphi method is to reduce the range of responses provided by participants and arrive at something closer to expert consensus (Bostwick & Linden, 2016). In this case, it was used to help identifying specific examples of troublesome mental health nursing knowledge from both the student and faculty perspectives.…”

Section: Methods and Proceduresmentioning

confidence: 99%

Troublesome Knowledge: A New Approach to Quality Assurance in Mental Health Nursing Education

Leidl

2018

Can J Nurs Res

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Background Quality assurance and quality enhancement processes in nursing education are vital to the establishment of a strong program. Existing quality assurance methods in nursing education such as professional self-regulation and external examination rely on provincial and national nursing associations for evaluation, putting minimal responsibility and accountability on internal program examiners. Threshold concepts and troublesome knowledge provide a framework as outlined by Land that utilizes internal examiners from both student and faculty groups and represents an alternative to traditional quality assurance in nursing education. Purpose To identify troublesome mental health nursing content in a nursing curriculum by exploring students and faculty perspectives. Method A sequential mixed methods design that utilized surveys and focus groups to explore student and faculty perspectives on troublesome mental health nursing content. Results The project data were able to be organized into five main content themes that were identified as being troublesome: the spectrum of mental illness, therapeutic relationships and boundaries, praxis, professionalism in nursing, and brain chemistry and its management. Conclusion The findings from this project are unique to the program of review but show the potential of this new approach to quality assurance and program enhancement initiatives in nursing education.

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Evaluation Criteria for Nursing Student Application of Evidence-Based Practice: A Delphi Study

Abstract: A baccalaureate program curriculum requiring the use of Bostwick's EBP Core Clinical Evaluation Criteria will provide a clear definition for understanding basic core EBP competence as expected for the assessment of student learning. [J Nurs Educ. 2016;55(5):336-341.].

Cited by 6 publications

References 17 publications

Strategies for teaching evidence-based practice in nursing education: a thematic literature review

Strategies for teaching evidence-based practice in nursing education: a thematic literature review

Advancing the Science of Recruitment for Family Caregivers: Focus Group and Delphi Methods

Troublesome Knowledge: A New Approach to Quality Assurance in Mental Health Nursing Education

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