Using New Resources to Teach Evidence-Based Practice

Abstract

This article describes an innovative strategy used to teach evidence-based practice (EBP) concepts in an undergraduate research course and explains the underlying framework used to design the strategy. The strategy for the Evidence-Based Practice Project was based on new resources: undergraduate nursing student competencies for EBP, national health care improvement priorities, evidence rating systems, and a model of knowledge transformation for EBP. Groups of students selected a priority area, categorized and critically appraised the evidence supporting the recommendation for change in health care practice, and compared the recommendation to actual practice. An oral and poster presentation of the project provided the opportunity to discuss the significance, influence, and strength of the evidence supporting the recommendation to change health care practice. Student presentations and faculty perceptions of the project indicated beginning competencies in EBP were achieved.

Evidence‐based practice models for organizational change: overview and practical applications

“…). Other educational projects that have applied the ACE Star Model include identification of EBP competencies for clinical nurse specialists (Kring ) and use of the ACE Star Model as an organizing framework for teaching EBP concepts to undergraduates (Heye & Stevens ). Clinically, practitioners have used the model to guide development of a clinical practice guideline for ventilator‐associated pneumonia (Abbot et al .…”

Current state of evidence-based practice education for undergraduate nursing students in Taiwan: A questionnaire study

“…When students have trouble formulating an answerable question (PICO format), they will also encounter trouble in choosing appropriate literature. This is because an inappropriate question might either generate a large amount of literature or fail to find any readable literature (Heye & Stevens, 2009). In order to assist students in practicing subsequent steps of EBP rather than being stopped in the formulation of questions and selection of literature, teachers could prepare pertinent clinical questions, and then search for whether these questions have sufficient relevant literature or other evidence for students to read in advance.…”

An Analysis of Evidence-Based Practice curriculum Integration in Australian Undergraduate Nursing Programs

“…Although EBP was integrated into various units ranging from one to 12 units of study, consideration must be devoted towards integration into the entire program as supported by literature [10], [27], [28]. Integration of EBP concepts and process across the whole curriculum will more likely produce nurses who can deliver evidencebased nursing care and this is the direction education providers should move towards [7].…”