New Knowledge Discussion Groups: Counteracting the Common Barriers to Evidence‐Based Practice

Moch, Susan Diemert; Cronje, Ruth

doi:10.1111/j.1741-6787.2007.00091.x

Cited by 11 publications

(9 citation statements)

References 21 publications

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“…They concluded that student research projects were one way to increase the students' awareness of current research findings while minimizing the time commitment of staff nurses. Moch et al (13) partnered nursing students with nurses in discussion groups to find, appraise, and integrate new research evidence into practice and found that these groups promoted EBP changes in different practice areas. Pennington et al (14) teamed nursing students with staff nurses working on EBP projects and found that students were able to learn how evidence was utilized in practice setting, while staff nurses were able to give assistance in the gathering of evidence for the projects.…”

Section: Literature Reviewmentioning

confidence: 99%

Culture Crash regarding Nursing Students' Experience of Implementation of EBP in Clinical Practice

Smith‐Strøm

Oterhals

Rustad³

et al. 2012

Nordic Journal of Nursing Research

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IntroductionNursing students undergo clinical training in a rapidly changing health care system and many stress the need for evidence-based health interventions (1). However, educating students in evidence-based practice (EBP) is a challenge for both faculties and clinical practice, because EBP educational interventions may improve students' knowledge, but do not ensure its application in a clinical setting (2,3). Improving the transmission of EBP from the classroom to the clinical setting and to facilitate students' ability to integrate EBP naturally into their professional upskilling, requires an environment that challenges students in terms of evidence-based issues. It is only in such critical clinical settings that students can experience the challenge of applying evidence in their care of real patients (1,4). Nurses should challenge students to identify clinical problems and search for evidence-based solutions during their clinical training just as they challenge them about their clinical observations, interventions, procedures, etc. (5). For example faced with the assignment whether sterile intermitted catheterization is better to prevent urinary track infection compare to clean intermitted catheterization, nurses should challenge the students to conduct search in different databases, instead of given them the answer or asked the students to find answer in the textbook. However, according to Sackett et al. (6) this requires nurses with the competence to formulate answerable questions, search and critically appraise the evidence, apply the evidence and evaluate it. Research has shown that this competence is still lacking among nurses (7,8). A recent study in Norway concluded that nurses with skills in EBP could reduce the obstacles to the use of EBP and increase the use of science in practice (9), which is consistent with previous research (3,10).As has been stressed in previous research, problems are associated with the implementation of EBP when it is transferred from the faculty to clinical practice. Consequently, a collaboration between a faculty and a clinical practice was established to allow the implementation of EBP by students during their clinical training. The aim of this study was to examine the nursing students' experiences during the implementation of EBP in a practical setting. This article presents the main findings of this study. Literature reviewIn Norway, the focus on EBP in nursing education has increased since 2004, but no studies have examined Norwegian undergraduate nursing students' experiences of EBP or whether they support its use in clinical practice. Internationally, there is no research consensus about the role nursing students should play when EBP is integrated into clinical practice (11). A few studies have recommended a partnership between faculties and practices to facilitate EBP. Stone et al. (12) involved undergraduate students in finding the appropriate evidence for nurses in clinical practice, which led to changes in policy and nursing practice. They concluded that stud...

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Section: Literature Reviewmentioning

confidence: 99%

Culture Crash regarding Nursing Students' Experience of Implementation of EBP in Clinical Practice

Smith‐Strøm

Oterhals

Rustad³

et al. 2012

Nordic Journal of Nursing Research

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“…From these ideas, the students find research-based articles on the chosen topics. 5 For additional information on starting an NKDG, refer to other articles related to the process. 2,6,7 To evaluate the effectiveness of an NKDG, you can conduct evaluative research focusing on staff satisfaction, staff knowledge, and practice changes based on the evidence obtained.…”

Section: Getting Startedmentioning

confidence: 99%

EBP through student-staff collaboration

Moch

Williams²,

Schmitz³

et al. 2008

Nursing Management

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D ifficulties lie in getting busy staff members in acute care settings involved in evidence-based practice (EBP). Most often, staff won't even consider volunteering time for an EBP experience; however, through the unique studentstaff collaboration of New Knowledge Discussion Groups (NKDGs), staff members haven't only voiced interest in participating in EBP discussions, but they've also expressed enthusiasm about continuing the discussions. 1 Scientific evidence helps staff members solve real problems in the acute care setting, and undergraduate students are a means of easy access to this evidence. With the NKDG process, staff and students can work together to find EBP information. Most of the time, staff members don't have the time to search for, read, or even identify "good" research articles; this is where the students come in. Students have the background knowledge to find information on topics of interest to staff nurses, and they're able to read through the information and provide staff members with the most accurate and up-to-date evidence for their selected topic. This student-staff collaboration creates an evidence-based environment in which EBP can be used to provide the quality care that patients deserve.Let's take a closer look at NKDGs and how your organization can use them to foster EBP.

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“…During the first year of student involvement, students and the professor lead New Knowledge Discussion Groups [5,6] on topics of interest to the agency. These groups were instituted to increase learning about recent evidence on an agency-selected topic and to acquaint the staff with the university students.…”

Section: Lead New Knowledge Discussion Groupsmentioning

confidence: 99%

Academic-service collaboration in evidence-based practice

Moch

Harper²,

Grimley³

et al. 2012

JNEP

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Through this academic-service collaboration, undergraduate students engaged with a service partner to complete evidence-based practice projects. This case report describes the process and the outcomes of the three year experience. Project outcomes were evaluated through student and staff surveys. Students completed pre-and post-project surveys that revealed increased knowledge of evidence-based practice (EBP) and increased confidence in finding evidence for practice. Student responses also indicated high satisfaction with the process. The service partner staff post-project surveys indicated a high level of satisfaction with the process, increased learning and that targeted agency outcomes had been achieved.

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New Knowledge Discussion Groups: Counteracting the Common Barriers to Evidence‐Based Practice

Cited by 11 publications

References 21 publications

Culture Crash regarding Nursing Students' Experience of Implementation of EBP in Clinical Practice

Culture Crash regarding Nursing Students' Experience of Implementation of EBP in Clinical Practice

EBP through student-staff collaboration

Academic-service collaboration in evidence-based practice

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