Evidence-based Teaching Tactics for Frontline Staff Using the Clinical Nurse Scholar Model

English, Remonia

doi:10.1016/j.nurpra.2015.08.033

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…Diverse approaches to development and implementation of nursing RCB models include those that involve linkages to universities with a formal training program and a funded academic consultancy (Chapman, Duggan, & Combs, 2011;English, 2016;Larson, Cohen, Gebbie, Clock, & Saiman, 2011). Other models operate within formal funding packages (McKee et al, 2017;Trytten, Wale, Hayes, & Holmes, 2019).…”

Section: Discussionmentioning

confidence: 99%

Nurse-led research capacity building: developing a local strategy with direct-care rehabilitation nurses

Burridge¹,

New²,

Lewis³

et al. 2021

JARNA

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Introduction Direct-care rehabilitation nurses often want to lead research but lack the skills and resources. Many research capacity building (RCB) models have been used and evaluated, yet the literature is thin regarding the early steps of program development for direct-care nurses.Aim This paper describes one team's experience of the process of developing a RCB program.Method This paper explains steps in the developmental process of a program of RCB for direct-care rehabilitation nurses. The process is framed by a specific theoretical model and the practical, contextual assumptions which had to be taken into account. ResultsThe two overarching conceptual components in the developmental process were determining objectives, and identifying and resolving risks. Steps in the process are outlined, together with how risks were managed while progressing toward the goal: the inaugural Rehabilitation and Research Masterclass Program -Nursing (RaMP-N). The Program is briefly outlined.

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Section: Discussionmentioning

confidence: 99%

Nurse-led research capacity building: developing a local strategy with direct-care rehabilitation nurses

Burridge¹,

New²,

Lewis³

et al. 2021

JARNA

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“…The Clinical Scholar Model (CSM) was utilized to guide this project. English (2016) and Preheim et al (2006) studied the use of the CSM in the clinical supervision of nursing students successfully. The CSM is a practice-education alliance concentrated model.…”

Section: Literature Reviewmentioning

confidence: 99%

“…These preceptors serve nurses at all levels, including nurse practitioner (NP) students. Preceptors aid in building the nursing workforce of the future (English, 2016; Fincham et al, 2019).…”

mentioning

confidence: 99%

Nurse practitioner preceptor education to increase role preparedness

Perryman

2022

J Am Assoc Nurse Pract

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Background:The public has become aware of the need for nurses and nurse practitioners in primary care with the widespread public health crisis. As the need for nurses and nurse practitioners grows, there is a need for the clinical educator and preceptor. However, preceptors have noted barriers to precepting such as time constraints, lack of preceptor role education, and role preparedness.Local problem: Currently, neither preceptor role development nor education has been implemented within a local institution. Preceptor vocalization led the charge for preceptor role development education within the institution.Methods: This quality improvement project focused on the preceptor role preparedness and education. A convenience sample was recruited from a large, diverse academic institution. The modified Clinical Supervision Self-Assessment Tool-Skills was utilized to determine the effectiveness of online education in preceptor role preparedness.Interventions: An online, self-directed, evidence-based preceptor education webpage with easily reproducible information related to collaborating with students and faculty situations. Literature, such as the One Minute Preceptor, Ask, Tell, Ask, and engaging student scenarios, was included from the literature review. A voice-recorded PowerPoint summarizing the webpage was included with a transcript for accessibility.Results: A paired t-test was used to assess the mean differences between the preintervention and postintervention periods. The results indicated the online preceptor education was effective.Conclusions: Preparing nurse practitioner preceptors for their roles benefits the health care system. An online, selfdirected, evidence-based preceptor education webpage can be beneficial in future preceptor education planning.

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“…This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited of information literacy have shown greater understanding and utilization of research evidence in clinical decisions (9). The American association of medicine has predicted that in 2020, 90% of all health care decisions will be made based on evidence (10). Using evidence-based practice is on the basis of the idea that science is an ideal source of knowledge and can guide clinical decisions (11).…”

Section: Introductionmentioning

confidence: 99%

The Association Between Information Literacy and Evidence-Based Practice in Nurses of the Critical Care Units of Public Hospitals, Tehran, Iran

2018

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Background: Considering the importance of information literacy in achieving well-documented and reliable information, it is evident that nurses must achieve a high level of information literacy through evidence-based performance. With regards to this, the present study was conducted to determine the association between information literacy and evidence-based practice. Methods: The present research was a descriptive-correlation study. The subjects of the study were 244 nurses working at critical care units of Tehran University of Medical Sciences hospitals. The tool used comprised of three parts: demographic information, information literacy, and evidence-based practice. The questionnaires were completed through the self-report method, and the data obtained were analyzed using the SPSS software 16. Results: The results of the study indicated that scores of information literacy and evidence-based practice were 78.72 ± 16.64 (of 170) and 102.17 ± 20.40 (of 130), respectively. Also, a significant and direct correlation was observed between the researched subjects' information literacy and evidence-based practice (r = 0.596, P < 0.001). Regression analysis showed that information literacy is a predictor for evidence-based practice in nurses (R 2 = 0.4, P < 0.001). Conclusion: The findings showed that the subjects' level of information literacy and evidence-based practice is not desirable and can only be considered average. Thus, it can be concluded that through improvement of nurses' information literacy, who are working at hospitals' critical care units, one can improve the attitude towards and acceptance of evidence-based practice. This will improve nurses' clinical practice and will eventually lead to an improvement in community health.

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Evidence-based Teaching Tactics for Frontline Staff Using the Clinical Nurse Scholar Model

Cited by 6 publications

References 17 publications

Nurse-led research capacity building: developing a local strategy with direct-care rehabilitation nurses

Nurse-led research capacity building: developing a local strategy with direct-care rehabilitation nurses

Nurse practitioner preceptor education to increase role preparedness

The Association Between Information Literacy and Evidence-Based Practice in Nurses of the Critical Care Units of Public Hospitals, Tehran, Iran

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