How is Real World Evidence taught in Nursing? A Systematic review undertaking a narrative synthesis of the literature (Preprint)

Abstract

BACKGROUND Real World Evidence (RWE) comprises forms, methodologies and applications including data collected in naturally uncontrolled settings utilising non-interventional, non-controlled and non-experimental approaches. RWE may overcome problems inherent with traditional research methodologies. It more closely represents the real world and how interventions affect the patient experience and could be more suitable for assessing complex social interventions. Clinicians require the skills and knowledge to utilise it effectively and mitigate its disadvantages. As Nurses are the largest group of healthcare professionals, exploring how to develop knowledge of RWE in nursing has a large potential benefit for research and care. OBJECTIVE This systematic review (SR) aims to consider how RWE is taught within nursing and examine the benefits and outcomes of those teaching and learning activities. METHODS An SR without Meta-Analysis narrative synthesis approach was conducted. MEDLINE (EBSCO), EMBASE (Ovid), PsycINFO, Cochrane, Web of Science, SCOPUS and IEEE were searched using free text terms and MeSH terms combined with Boolean operators associated with RWE forms, types and methodologies, teaching and nursing. Final studies were appraised using MMAT and JBI tools. RESULTS Kinaesthetic approaches, simulated learning, and case studies were undertaken in classroom and practice settings utilising real and simulated data, which may positively increase perceived satisfaction and knowledge with RWE. Constructivism and experiential learning could be more suitable for RWE education with educators and students displaying increased positivity towards RWE compared with alternative pedagogical approaches. Barriers to RWE education included negative educator and learner beliefs, organisational barriers and concerns regarding data security and confidentiality. A majority of the studies were observational or descriptive and a number of areas of bias were identified during the appraisal process. CONCLUSIONS Utilising a range of teaching and learning strategies in nursing that make learning relevant and meaningful may be important in RWE education. More research is needed to develop further the definition, characteristics and applications of RWE, consider different pedagogical approaches and a wider range of RWE forms, methodologies and applications.