Inspiring a spirit of inquiry in nursing undergraduate students
Maria Escalera, Honors SN, Texas Woman’s University; Pamela Joplin-Gonzales, PhD, MSN, RN, Texas Woman’s University; Jennifer Wilson, DNP, RN, CPN, Texas Woman’s University
- Sigma Affiliation
- Beta Beta (Dallas)
- Contributor Affiliation(s)
- International Nursing Consortium of Honors Educators and Scholars (INCHES)
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Purpose: To measure the effectiveness of a student-developed self-directed module and rubric on pre-nursing students’ evidence table (ET) scores over the course of a semester. Background: Teaching research to undergraduate students in an engaging manner can be challenging and intricate (Sin & Bliquez, 2017). Students often struggle with the topic and do not understand how evidence-based practice (EBP) impacts clinical practice (Ryan, 2016). Nurses' ability to implement EBP relies greatly on their skills to evaluate research. However, nursing students often find EBP a challenging topic and fail to understand its role in advancing the profession (Andre et al., 2016). To foster a spirit of inquiry in a pre-nursing honors course, students were introduced to critiquing research articles and completing evidence tables, using a self-study module and scoring rubric developed by a student. A low-stakes approach was utilized to foster independence and a spirit of inquiry; rather than receiving an assignment grade, students received feedback scores on 12 ET elements. Students then utilized the self-study module resources to improve scores on each assignment.
Repository Posting Date
|Review Type||Abstract Review Only: Reviewed by Event Host|
|Research Approach||Quantitative Research|
Pre-nursing Student Performance;
|Grantor||Texas Woman's University|
|Name||Research Beyond Boundaries|
|Host||International Nursing Consortium of Honors Educators and Scholars (INCHES)|
|Location||Denton, Texas, USA (Virtual)|
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