Toward evidence-based teaching: evaluating the effectiveness of two teaching strategies in an associate degree nursing program

Lauver, Lori S.; West, Margaret M.; Campbell, Timothy B.; Herrold, Jennifer; Wood, G. Craig

doi:10.1016/j.teln.2009.03.001

Cited by 12 publications

(12 citation statements)

References 16 publications

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“…Results also showed that although there was some difference between the scores in the courses among the study groups, there was no significant difference between the students' level of knowledge in the two groups. This is in agreement with the findings reported by Sanchez‐Mendiola (2004) and Lauver et al . (2009).…”

Section: Discussionsupporting

confidence: 94%

“…In addition, the small sample size could be another limitation of this research and one of the reasons for the disparity between the current findings and those reported in the literature. Lauver et al . (2009) and Nelson et al .…”

Section: Discussionmentioning

confidence: 99%

“…Some researchers have recommended teaching the latter as a prerequisite, introductory course in the early years together with training methods (Kessenich et al ., 1977; Angel et al ., 2000; Arenson et al ., 2007; Nelson et al ., 2007). Others have suggested the second, third or fourth years of nurse training instead (Sanchez‐Mendiola, 2004; Corder, 2007; Lauver et al ., 2009), and Ciliska (2005) has stressed a phased inclusion over the years and at different stages of training. It is therefore recommended that further research be conducted to guide the decision on how to arrange the curriculum for the undergraduate nursing program integrating an evidence‐based approach, its timing and its features, as well as its impact on long‐term learning.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, researchers used an evidence‐based teaching approach in different degrees of the nursing program. Lauver et al . (2009) in the USA indicated that incorporating an evidence‐based teaching approach into the usual approach led to improving critical thinking and utilization of the evidence in an associate degree nursing program.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Furthermore, researchers used an evidence-based teaching approach in different degrees of the nursing program. Lauver et al (2009) in the USA indicated that incorporating an evidence-based teaching approach into the usual approach led to improving critical thinking and utilization of the evidence in an associate degree nursing program. Bondmass (2007) and Corder (2007) taught the principles and process of evidence-based approach to senior nursing students in a baccalaureate nursing program to achieve a better understanding in students, so that they value research evidence.…”

Section: Review Of the Literaturementioning

confidence: 99%

See 4 more Smart Citations

Effect of evidence‐based education on Iranian nursing students' knowledge and attitude

Jalalinia

Salsali

Dehghan–Nayeri

et al. 2011

Nursing & Health Sciences

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To adopt an evidence-based approach to education there is a need for research-based evidence to support its effectiveness. This study investigated the impact of evidence-based education on the knowledge and attitude of nursing students. In this quasi-experimental study, all nursing students (n = 41) studying the courses of musculoskeletal and gastrointestinal systems were chosen and assigned randomly to intervention and control groups. The groups were taught through an evidence-based or traditional approach. Students' knowledge and attitude were then evaluated. Data were gathered by three knowledge and two attitude questionnaires with multiple choice and Likert scales and then analyzed. It was shown that there was a significant difference between the average scores for attitude of the groups, but there was no statistically significant difference between the average scores of knowledge. The results suggest the evidence-based approach might be used as a complementary approach to nursing education. It was not only as effective as the usual method but also led to the acquisition of particular skills by students. The results can be used to formulate programs to design and implement evidence-based nursing education.

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Section: Discussionsupporting

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

See 3 more Smart Citations

Effect of evidence‐based education on Iranian nursing students' knowledge and attitude

Jalalinia

Salsali

Dehghan–Nayeri

et al. 2011

Nursing & Health Sciences

View full text Add to dashboard Cite

show abstract

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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Simulation-Based Learning Versus Didactic Lecture in Teaching Bronchial Asthma for Undergraduate Medical Students: a Step Toward Improvement of Clinical Competencies

et al. 2020

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Background Simulation-based learning (SBL), an effective teaching strategy, is still questionable on whether it can be an alternative to didactic lectures in medical education. Our study aimed to evaluate the effectiveness of SBL versus traditional lectures in retention of knowledge. Methods A randomized controlled trial was conducted among medical students who were divided in two groups (36 students each). Each group received the same information about diagnosis and management of bronchial asthma, but with a different teaching method: didactic lecture or simulation. Knowledge level was tested before, immediately after the teaching sessions and 3 months later using multiple-choice questions. Student's satisfaction was evaluated using feedback questionnaire. Results The simulation group scored higher than the lecture group in the post-test and the late test. However, these differences were not significant. Additionally, students' satisfaction scores were significantly higher in the simulation group than in the lecture group (p < 0.01). Students ranked simulation significantly better regarding motivation (71.9%), comfort (59.4%), understanding (59.4%), and effective communication (59.4%) (p < 0.01). Conclusion Simulation is as effective as lecture in retention of medical knowledge. Nonetheless, students agree that it is more satisfactory and interesting. SBL integration in medical programs is recommended to overcome obstacles in clinical training.

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Toward evidence-based teaching: evaluating the effectiveness of two teaching strategies in an associate degree nursing program

Cited by 12 publications

References 16 publications

Effect of evidence‐based education on Iranian nursing students' knowledge and attitude

Effect of evidence‐based education on Iranian nursing students' knowledge and attitude

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

Simulation-Based Learning Versus Didactic Lecture in Teaching Bronchial Asthma for Undergraduate Medical Students: a Step Toward Improvement of Clinical Competencies

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