Tactics for Teaching Evidence‐Based Practice: Enhancing Active Learning Strategies With a Large Class of Graduate EBP Research in Nursing Students

Vetter, Mary Jo; Latimer, Beth

doi:10.1111/wvn.12227

Cited by 12 publications

(3 citation statements)

References 10 publications

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“…The CIQ, a formative classroom assessment tool introduced by Brookfield (Center for Teaching, n.d.), has students reflect and report on their perceptions of learning by responding to open-ended questions. The CIQ is a validated tool that has been used in a variety of educational settings (Ali et al, 2016; Badia, 2017; Jacobs, 2015), including nursing (Vetter & Latimer, 2017; Walters, 2014).…”

Section: Methodsmentioning

confidence: 99%

Using Critical Incident Assessments to Understand Nursing Students’ Perceptions That Impact Learning

Embrey¹,

Taggart²

2020

Nurs Educ Perspect

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Nurse faculty have a responsibility to examine nursing incidents that have a negative effect on students and identify methods for improvement. The purpose of this study was to explore nursing students' perceptions of weekly incidents that impact learning in order to alert faculty to problems early in the program of study. A qualitative descriptive design was used to identify common themes of first-semester BSN students' perceptions using Brookfield's Critical Incident Questionnaire. Four themes were identified. Critical reflection, analysis, and active learning are vital components in nursing education.

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Section: Methodsmentioning

confidence: 99%

Using Critical Incident Assessments to Understand Nursing Students’ Perceptions That Impact Learning

Embrey¹,

Taggart²

2020

Nurs Educ Perspect

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“…Also, the outcomes measured do not meet the inclusion criteria.Smith‐Strom et al, 2012 Reason for exclusion The study does not compare evidence‐informed practice educational interventions to evidence‐based practice educational interventions. Also, the outcomes measured do not meet the inclusion criteria.Vetter and Latimer, 2017 Reason for exclusion The study does not compare evidence‐informed practice educational interventions to evidence‐based practice educational interventions. Also, the outcomes measured do not meet the inclusion criteria.Zeleníková and Jarošová, 2014 Reason for exclusion The study does not compare evidence‐informed practice educational interventions to evidence‐based practice educational interventions.…”

Section: Published Notesmentioning

confidence: 99%

Evidence‐informed vs evidence‐based practice educational interventions for improving knowledge, attitudes, understanding and behaviour towards the application of evidence into practice: A comprehensive systematic review of undergraduate students

Kumah

McSherry

Bettany‐Saltikov

et al. 2022

Campbell Systematic Reviews

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Background: To produce graduates with strong knowledge and skills in the application of evidence into healthcare practice, it is imperative that all undergraduate health and social care students are taught, in an efficient manner, the processes involved in applying evidence into practice. The two main concepts that are linked to the application of evidence into practice are "evidence-based practice" and "evidence-informed practice." Globally, evidence-based practice is regarded as the gold standard for the provision of safe and effective healthcare.

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“…DNP‐prepared nurses are expected to possess advanced competency in EBP so they can lead and mentor EBP to improve quality, safety, and efficiency in healthcare (American Association of Colleges of Nursing, 2020; Institute of Medicine [IOM], 2011; Melnyk, 2016; Sebastian et al, 2018). Development of advanced competency requires faculty and mentors who have sound knowledge and skills in EBP and provide ongoing mentorship and opportunities for DNP students to practice and lead EBP (IOM, 2011; Vetter & Latimer, 2017). Without this mentorship and practice, DNP students may not reach their full potential (Singleton, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Doctor of Nursing Practice help desk: An innovative approach to developing evidence‐based practice competency and providing DNP project support

Zellefrow

Casler

Masciola

et al. 2022

Worldviews Ev Based Nurs

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Background The 2021 American Association for Colleges of Nursing (AACN) Essentials for Professional Nursing Education identifies evidence‐based practice (EBP) as a core concept meant to be integrated across curricula. Integrating EBP in Doctor of Nursing Practice (DNP) programs is challenging because of barriers including persistent confusion between research, EBP, and quality improvement; low faculty confidence and competence in their EBP skills and mentoring; increased faculty workload with growing program enrollments; and limited opportunities for students and faculty to practice EBP skills. Aims The aim of this initiative was to implement and evaluate an innovative education strategy to build DNP students' and faculty's EBP competency and confidence while mitigating barriers faced by DNP programs. Methods A DNP Help Desk was created and implemented at a large, Midwestern college of nursing with participation and support from EBP experts. Student and faculty participation were tracked, and perceptions of the help desk were evaluated. Opportunities to evolve the help desk were identified and implemented. Results Outcomes included a self‐reported increase in student and faculty confidence and EBP competency, increased integration, and utilization of EBP in project work, elevated DNP project quality, and decreased demands on DNP project advisors. Linking Evidence to Action Engaging in innovative strategies aimed at increasing EBP competency and confidence may lead to increased EBP engagement and positive outcomes for students, faculty, and DNP programs.

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Tactics for Teaching Evidence‐Based Practice: Enhancing Active Learning Strategies With a Large Class of Graduate EBP Research in Nursing Students

Cited by 12 publications

References 10 publications

Using Critical Incident Assessments to Understand Nursing Students’ Perceptions That Impact Learning

Using Critical Incident Assessments to Understand Nursing Students’ Perceptions That Impact Learning

Evidence‐informed vs evidence‐based practice educational interventions for improving knowledge, attitudes, understanding and behaviour towards the application of evidence into practice: A comprehensive systematic review of undergraduate students

The Doctor of Nursing Practice help desk: An innovative approach to developing evidence‐based practice competency and providing DNP project support

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