Improving evidence based practice in postgraduate nursing programs: A systematic review

Abstract

There is a paucity of empirical evidence supporting the best strategies to use in developing evidence based practice skills and/or research knowledge translation skills for Master's Nursing students. As a profession, nursing requires methodologically robust studies that are discipline specific to identify the best approaches for developing evidence-based practice skills and/or research knowledge translation skills within the university teaching environment. Provision of these strategies will enable the nursing profession to integrate the best empirical evidence into nursing practice.

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“…Research studies have conclusively demonstrated positive relationships between this form of educator support (Prensky, ; Pape et al, ), and scholastic self‐determination (Abeysekera and Dawson, ; Barrett et al, ), and engagement (Hansen, ; Bradley et al, ; Brass et al, ). The practice of AST also contributes to the development of IM by providing a rationale for choices (Tai et al, ; Queen and Hess, ), empathizing with the perspectives of students (Ten Cate et al, ; Hickman et al, ), and minimizing the use of controlling language (Mohr et al, ; Lopes et al, ; Meza et al, ) in the teaching environment. These practices provide students with the opportunity to pursue unique individual goals (Woolley and Fishbach, ) and interests (Ezell et al, ; Agius et al, ), and satisfy their needs for autonomy (Woolley and Fishbach, ) and competence (Desy et al, ; Gauer and Jackson, ).…”

“…Most significantly, TBL offers students the opportunity to recognize gaps in their knowledge (Naumann et al, ; Kron et al, ; Hill et al, ), and identify their individual learning needs (Jordan and Foster, ; Kunda, ; Riley, ). While being somewhat similar to TBL, the PBL approach requires a higher level of student involvement (Kong et al, ; Bakon et al, ), since it aims is to make the task the focus of a whole term or academic year (Hickman et al, ). Therefore, both methods primarily focus on the achievement of realistic objectives (Walker et al, ; Chen et al, ) through relevant and goal‐oriented teaching (Jordan and Foster, ; Calvin and McDowell, ; Riley, ).…”

“…Evidence suggests that current health care students are becoming increasingly more conscious of the role of empathy in their training (Burgess et al, ; Deng et al, ; Palmen et al, ; Hulbert and Anderson, ), and want guidance to systematically inculcate these skills in client management (Hew and Lo, ; Hickman et al, ). Moreover, providing a warm and empathetic learning environment has been reported to encourage conceptualized help‐seeking (Karpicke and Bauernschmidt, ; Dassel et al, ; Hill et al, ) and reduce test anxiety in students (Ahrweiler et al, ; Jordan and Foster, ; Riley, ).…”

“…Based on the desirable difficulty hypothesis, it has also been proposed that the skillful learning often occurs when students discover solutions on their own (Walker et al, ; Chen et al, ) and seek to clarify their doubts (Magalhães et al, ; Tetenbaum‐Novatt et al, ). A reasonable learning/teaching style mismatch often challenges (Fleming and Baume, ; Hickman et al, ) and thereby encourages (Tomassini et al, ) students to expand their academic capabilities (Bing‐You et al, ; Chuenjitwongsa et al, , b). It is through this discovery of ones most efficient learning arrangement that true maturation occurs (Boysen et al, ; Calvin and McDowell, ; de Bruin et al, ), and the learner is able to move to the next higher level of performance (Spasenoska et al, ; Eidson et al, ).…”

Does improved postgraduate capacity shift the balance of power for nurse specialists in a low‐income country: A mixed methods study

“…Nurses who undertake postgraduate study feel more empowered to challenge poor clinical practice because of their enhanced leadership, critical thinking, and decision‐making skills (Casey et al, ; Clark et al, ). Nurses’ research and evidence‐based practice competencies too are attributed to postgraduate study (Grønvik, Ulvund, & Bjørkly, ; Hickman et al, ). Premised on a coherent body of such evidence over time, we developed a postgraduate course (master's degree) for qualified nurses in Mozambique to strengthen their clinical and research leadership capacity.…”