Teaching Systematic Searching in a Baccalaureate Nursing Research Course

Whalen, Kimberly; Zentz, Suzanne E.

doi:10.1111/wvn.12090

Cited by 5 publications

(5 citation statements)

References 12 publications

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“…An ‘Advanced Search Strategies for Literature Searching’ class that includes use of a search strategy worksheet has since been developed as a one hour lunchtime session that is now delivered a few times per year. Other authors have reported that this type of training improves search skills that are important for health research (Ayre et al, 2014; Whalen & Zentz, 2015). These responses are also comparable to a general TNA survey of nurses undertaken by Holloway et al (2018), who found one of the top ten training needs in a primary health care nursing workforce was accessing relevant literature.…”

Section: Discussionmentioning

confidence: 93%

Findings from a training needs analysis survey to support health professionals across the research lifecycle

Purnell

2020

Health Info Libraries J

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Background: Undertaking a training needs analysis (TNA) in a health library context can be a useful tool for gathering evidence that supports service redesign. This article focuses on the findings of a TNA survey undertaken at a health library in northern Australia. Objectives: The aim of this study was to discover the information and training needs of health department staff who work across six hospitals and numerous rural and remote clinics, with a focus on research project support. Methods: An online survey was undertaken in August 2018 to gather data from departmental staff.Results: There were 131 responses to the survey. Results indicated that a number of staff are either currently involved with or are intending to undertake a research project in the next year. The majority felt their searching skills were average or above average, but there are still those who struggle. Advanced Search Strategies was the most requested workshop to add to the current training programme and both inperson and virtual delivery are desirable. Conclusion: The results of this survey have been used to implement a number of changes to the library's educational services and the library's website has been updated.

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Section: Discussionmentioning

confidence: 93%

Findings from a training needs analysis survey to support health professionals across the research lifecycle

Purnell

2020

Health Info Libraries J

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“…At the second course students proposed changes in practice with scholarly literature.An overall experience of integrating EBP project into the curriculum is fruitful for students, clinical agencies, and faculty. Students gain real-life skills needed for EBP.Whalen [97]2015Teaching Systematic Searching in a Baccalaureate Nursing Research CourseWorld views on Evidence-based NursingUSAQuantitativeNursing studentsImplementing systematic worksheets and research logs on students’ EBP projectsStudents who did not use systematic search worksheets and research logs scored significantly lower on evidence summaries than students using systematic search worksheets and research logs.Wonder [98]2015Active learning strategies to teach undergraduate nursing statistics: Connecting class and clinical to prepare students for EBPWorldviews on evidence-based nursingUSAQuantitativeNursing studentsActive learning strategy:Students are presented with a case scenario via PowerPoint to start the active learning experience.Small groups/ each person collects data individually (chocolate chip cookies, exercise). Methodological and statistical discussionsThe active learning exercises and assignments had a positive impact on students’ academic and clinical development.…”

Section: Resultsmentioning

confidence: 99%

“…The frequent use of this method is in agreement with the systematic review by Kyriakoulis et al, where eight of the 20 methods for teaching EBP were research courses, workshops or similar sessions [10] and Young et al, where three out of five methods used for teaching evidence-based healthcare (EBHC) were workshops [2]. The majority of the studies concerning “Research courses and workshops”, referred to three or more of the Sicily Statement’s five steps of teaching and conducting EBP [10, 23, 26, 31, 33, 40, 42, 44, 47–49, 53, 55–57, 59, 76, 90, 91, 96, 97, 100]. Despite the fact that the fifth step was included in some studies, it was not clear what was covered by the evaluation process, and additionally, if it was part of the students’ assignment work alone or if there was a link to clinical practice.…”

Section: Discussionmentioning

confidence: 99%

Methods for teaching evidence-based practice: a scoping review

et al. 2019

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Background This scoping review aims to gather and map inspiration, ideas and recommendations for teaching evidence-based practice across Professional Bachelor Degree healthcare programmes by mapping literature describing evidence-based practice teaching methods for undergraduate healthcare students including the steps suggested by the Sicily Statement. Methods A computer-assisted literature search using PubMed, Cinahl, PsycINFO, and OpenGrey covering health, education and grey literature was performed. Literature published before 2010 was excluded. Students should be attending either a Professional Bachelor’s degree or a Bachelor’s degree programme. Full-text articles were screened by pairs of reviewers and data extracted regarding: study characteristics and key methods of teaching evidence-based practice. Study characteristics were described narratively. Thematic analysis identified key methods for teaching evidence-based practice, while full-text revisions identified the use of the Sicily Statement’s five steps and context. Results The database search identified 2220 records. One hundred ninety-two records were eligible for full-text assessment and 81 studies were included. Studies were conducted from 2010 to 2018. Approximately half of the studies were undertaken in the USA. Study designs were primarily qualitative and participants mainly nursing students. Seven key methods for teaching evidence-based practice were identified. Research courses and workshops, Collaboration with clinical practice and IT technology were the key methods most frequently identified. Journal clubs and Embedded librarians were referred to the least. The majority of the methods included 2–4 of the Sicily Statement’s five steps, while few methods referred to all five steps. Conclusions This scoping review has provided an extensive overview of literature describing methods for teaching EBP regarding undergraduate healthcare students. The two key methods Research courses and workshops and Collaboration with clinical practice are advantageous methods for teaching undergraduate healthcare students evidence-based practice; incorporating many of the Sicily Statement’s five steps. Unlike the Research courses and workshop methods, the last step of evaluation is carried out partly or entirely in a clinical context. Journal clubs and Embedded librarians should be further investigated as methods to reinforce existing methods of teaching. Future research should focus on methods for teaching EBP that incorporate as many of the five steps of teaching and conducting EBP as possible.

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“…As a visual learning method in learning EBP, Whalen and Zentz () provided students with a worksheet that included an outline of the information search process and reflective questions. The students reported their systematic search process as a research log.…”

Section: Strategymentioning

confidence: 99%