Teaching Nursing Students Evidence-Based Nursing

Kessenich, Cathy R.; Guyatt, Gordon; DiCenso, Alba

doi:10.1097/00006223-199711000-00014

Cited by 55 publications

(36 citation statements)

References 14 publications

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“…The clinical teacher promotes adult learning principles, facilitates critical thinking, sets the “tone,” and provides for smooth function of the clinical learning experience (13). Clinical teachers need teaching strategies that facilitate the students' immediate learning and encourage a lifelong pattern of learning (6). EBC is a model that promotes these goals.…”

Section: Introductionmentioning

confidence: 99%

Fostering Evidence‐based Care in Clinical Teaching

Kennedy

2001

J Midwife Womens Health

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Understanding scientific research evidence and applying it to clinical practice is a focus in today's health care arena. Fostering evidence-based care (EBC) in clinical teaching is an effective way to help students learn to think critically, search for, evaluate, and incorporate the best research evidence into their clinical practice. For example, helping a student plan care for a woman creates a "teaching moment" for the application of scientific evidence to clinical practice. Essentially, EBC is a learned skill for both the student and the clinical teacher. It requires intellectual curiosity and a willingness to explore beyond "the way it has always been done." This article presents a review of the goals of clinical teaching, strategies to foster EBC, and tools to assess the readiness of the teacher, the student, and the clinical setting for EBC. By aligning the goals of clinical teaching with evidence-based strategies, both the educator and student strive together to provide midwifery care that is supported by available research.

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Section: Introductionmentioning

confidence: 99%

Fostering Evidence‐based Care in Clinical Teaching

Kennedy

2001

J Midwife Womens Health

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“…The major focus of the curriculum revolution is the preparation of graduates with new and different perspectives and abilities, to face a rapidly changing healthcare environment 6 . It is suggested that the content of curricula needs to be re‐examined using an evidence‐based approach to meet the needs of professional nurses 7 …”

Section: The Comprehensive Systematic Reviewmentioning

confidence: 99%

A comprehensive systematic review of evidence on the effectiveness and appropriateness of undergraduate nursing curricula

Jayasekara

Schultz

McCutcheon

2006

Int J EB Healthcare

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Objectives The objective of this review was to appraise and synthesise the best available evidence on the effectiveness and appropriateness of undergraduate nursing curricula. Inclusion criteria This review considered research papers that addressed the effectiveness and appropriateness of undergraduate nursing curricula. Studies of higher evidence levels were given priority over lower-evidence studies. Participants of interest were undergraduate nursing students, nursing staff and healthcare consumers. Nursing staff outcomes, consumer outcomes and system outcomes (e.g. competency, satisfaction, critical thinking skills, healthcare consumer rights and cost-effectiveness) that impact on the evaluation of undergraduate nursing curricula were considered in the review. Search strategy The search strategy sought to find both published and unpublished studies and reports limited to the English language. An initial limited search of MEDLINE and CINAHL was undertaken, followed by an analysis of the text contained in the title and abstract, and of the index terms used to describe the article. A second extensive search was then undertaken using all identified key words and index terms. Finally, the reference list of all identified reports and articles was searched for additional studies. Methodological quality Each paper was assessed by two independent reviewers for methodological quality before inclusion in the review using an appropriate critical appraisal instrument from the Unified Management, Assessment and Review of Information (SUMARI) package. Results A total of 16 papers, experimental and textual in nature, were included in the review. The majority of papers was descriptive and examined the relationships between nursing curricula and specific learning outcomes such as critical thinking skills. Because of the diverse nature of these papers, meta-analysis of the results was not possible and this section of the review is presented in narrative form. In this review, four undergraduate nursing curriculum models were identified: integrated curriculum, subject-centred curriculum, problem-based learning, and an integrated critical thinking model. It was possible to examine the effectiveness of an integrated curriculum model and a subject-centred curriculum model; however, the other two models could not be compared because of a lack of evidence. Conclusion The evidence regarding the effectiveness and appropriateness of undergraduate nursing curricula is notably weak because of the paucity of high-quality comparative studies and meaningful outcome measures of available studies. Therefore, no strong conclusion can be made regarding the effectiveness and appropriateness of undergraduate nursing curricula.

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“…• `Evidence‐based nursing is one approach that may enable future health care providers to manage the explosion of new literature and technology and ultimately may improve patient outcomes' (Kessenich et al . 1997, p. 25)…”

Section: The Meanings Attached To Evidence‐based Symbolismmentioning

confidence: 99%

What is the evidence on evidence‐based nursing? An epistemological concern

French

2002

Journal of Advanced Nursing

105

100

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'Evidence-based practice' is commonly a euphemism for information management, clinical judgement, professional practice development or managed care. There is insufficient evidence to demonstrate that evidence-based nursing is a single construct or process that can be distinguished from its concomitants. The term adds little more to the existing long standing traditions of quality assurance and research-based practice. Nurses must avoid the inefficiency brought about by the 'intense enthusiasm followed by sad disenchantment' that has been associated with other attempts to introduce innovation in health care delivery (Fienstein & Horowitz 1997).

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Teaching Nursing Students Evidence-Based Nursing

Cited by 55 publications

References 14 publications

Fostering Evidence‐based Care in Clinical Teaching

Fostering Evidence‐based Care in Clinical Teaching

A comprehensive systematic review of evidence on the effectiveness and appropriateness of undergraduate nursing curricula

What is the evidence on evidence‐based nursing? An epistemological concern

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