Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review

Aglen, Bjørg

doi:10.1016/j.nedt.2015.08.025

Cited by 142 publications

(131 citation statements)

References 67 publications

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“…These students will also benefit from increased exposure to data analysis, both to increase their scientific literacy as citizens and to support careers in allied health professions. Increasing undergraduate students’ information literacy also supports the increasing emphasis on practicing evidence-based medicine (1). A recent review of introductory biology textbooks demonstrates that relatively few experimental data figures are included (8); although a similar analysis of figures in allied health microbiology textbooks was not found in a search of the current literature, similar trends are likely.…”

Section: Introductionmentioning

confidence: 90%

Improvement in Student Data Analysis Skills after Out-of-Class Assignments

Walton

2016

J Microbiol Biol Educ.

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The ability to understand and interpret data is a critical aspect of scientific thinking. However, although data analysis is often a focus in biology majors classes, many textbooks for allied health majors classes are primarily content-driven and do not include substantial amounts of experimental data in the form of graphs and figures. In a lower-division allied health majors microbiology class, students were exposed to data from primary journal articles as take-home assignments and their data analysis skills were assessed in a pre-/posttest format. Students were given 3 assignments that included data analysis questions. Assignments ranged from case studies that included a figure from a journal article to reading a short journal article and answering questions about multiple figures or tables. Data were represented as line or bar graphs, gel photographs, and flow charts. The pre- and posttest was designed incorporating the same types of figures to assess whether the assignments resulted in any improvement in data analysis skills. The mean class score showed a small but significant improvement from the pretest to the posttest across three semesters of testing. Scores on individual questions testing accurate conclusions and predictions improved the most. This supports the conclusion that a relatively small number of out-of-class assignments through the semester resulted in a significant improvement in data analysis abilities in this population of students.

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Section: Introductionmentioning

confidence: 90%

Improvement in Student Data Analysis Skills after Out-of-Class Assignments

Walton

2016

J Microbiol Biol Educ.

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“…Competence development thus needs to address and make use of humans' inherent creativity and activity. In nursing, reflection is often used as a method for enhancing competence by making use of this same inherent human activity and creativity (further described later; Aglen, 2016;Benner, 1984;Dall'Alba & Sandberg, 2006;Kuiper & Pesut, 2004;Ruth-Sahd, 2003;Schön, 1987Schön, , 1995. Outcomes of clinical practice reflection include aspects such as increased learning from experience, the acceptance of professional responsibility and continual professional growth and improvement in practice by promoting self-awareness (Ruth-Sahd, 2003).…”

Section: Theore Tic Al Fr Ame Workmentioning

confidence: 99%

Gaining role clarity in working with sick leave questions—Registered Nurses’ experiences of an educational intervention

et al. 2018

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Aim To describe how a short educational intervention in social insurance medicine was experienced by Registered Nurses and what changes it brought to their work with sick leave questions in telephone nursing. Design Qualitative explorative interview study. Methods Interviews with 12 purposively sampled Registered Nurses were conducted and analysed using manifest content analysis. Results The intervention increased Registered Nurses’ knowledge of the sick leave process and changed their work habits as they now have more of the skills needed to handle sick leave questions. In this way, they gained role clarity in their work with sick leave questions. The new knowledge included rules and regulations, actors’ roles and patients’ experiences. Learning from peers, reflecting and having the opportunity to ask questions were also described as increasing their knowledge. The skills following the participation were described as knowing what to say and do and knowing where to turn for support.

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“…Neste aspecto, uma revisão da literatura de origem norueguesa (16) , com objetivo de analisar estratégias pedagógicas para o ensino da prática da enfermagem baseada em evidências, referenda que, ainda que seja uma dificuldade para alunos desenvolver habilidades atreladas às constatações científicas, é recomendado que os docentes se utilizem das situações clínicas como estratégias em prol da construção do conhecimento, suportadas pelas evidências.…”

Section: Dicotomia Na Formação Gerencial E Assistencial Do Enfermeirounclassified

<b> Ensino do gerenciamento e suas implicações à formação do enfermeiro: perspectivas de docentes/ Management teaching and its implications to nurses formation: a professors perspectives <b>

Santos¹,

Silva²,

Rigo³

et al. 2017

Cienc. Cuid. Saúde

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RESUMOObjetivou-se analisar as percepções de docentes quanto ao ensino do gerenciamento em enfermagem e suas implicações à formação do enfermeiro. Fez-se um estudo descritivo-exploratório, qualitativo, com a participação de 13 docentes enfermeiros vinculados aos cursos de graduação em Enfermagem de três Instituições de Ensino Superior (IES) do interior do Paraná, Brasil. Os dados foram coletados por meio de entrevista semiestruturada, gravada, e norteada pela questão: "Fale-me sobre o ensino do Gerenciamento em Enfermagem e suas implicações na formação do enfermeiro". Ao material transcrito dos depoimentos, empregou-se Análise de Conteúdo na modalidade temática. Os resultados foram sumarizados em três categorias temáticas. Evidenciouse que o ensino do gerenciamento implica diretamente ao labor do futuro enfermeiro e a sua prática assistencial, sendo indissociáveis. Contudo, o processo de graduação demasiadamente fragmentado desfavorece a harmonia na formação entre as dimensões de gerência e assistência, o que poderia ser melhorado com estratégias pedagógicas pontuais, como situações-problema, portfólios, estudos de caso e ligas acadêmicas, além da reestruturação curricular.Palavras-chave: Pesquisa em administração de enfermagem. Docentes de enfermagem. Educação superior. Gerência. Enfermagem. INTRODUÇÃOHerdado de movimentos históricos, sabe-se que o processo de trabalho do enfermeiro deve permear sinergicamente as dimensõescuidar/assistir, administrar/gerenciar e pesquisar/ensinar (1) . Ainda que o cuidado humano seja a essência e o propósito elementar desta profissão, a gerência reafirma a importância do enfermeiro, ao passo que ela compreende a formulação racional de estratégias para as melhores condições da assistência de enfermagem e do trabalho de sua equipe liderada (1)(2) . Portanto, a gerência ou gerenciamento podem ser entendidos como ações de cuidado indireto (3) . O trabalho gerencial do enfermeiro é contingente e complexo, que abarca tanto o uso de meios e instrumentos sistemáticos para tal (4) ; como também, o desenvolvimento de competências que favorecem o processo decisório (4)(5) e alicerçam o caráter intuitivo comum à gerência em qualquer segmento do conhecimento humano, incluindo o da enfermagem (6) . Deste modo,dado a sua complexidade, é evidente que o gerenciamento em enfermagem é um fenômeno que merece ser visto com cautela e afinco desde a formação do enfermeiro (3,5,7)

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Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review

Cited by 142 publications

References 67 publications

Improvement in Student Data Analysis Skills after Out-of-Class Assignments

Improvement in Student Data Analysis Skills after Out-of-Class Assignments

Gaining role clarity in working with sick leave questions—Registered Nurses’ experiences of an educational intervention

<b> Ensino do gerenciamento e suas implicações à formação do enfermeiro: perspectivas de docentes/ Management teaching and its implications to nurses formation: a professors perspectives <b>

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