Teaching undergraduate nursing students: An innovative approach to answering clinical questions utilizing current evidence-based practice
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Jene' M. Hurlbut, RN, CNE; Judith Carrion, RN, RN-BC, CRRN
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- Gamma Sigma
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Session presented on Tuesday, November 10, 2015:
We were challenged with the redevelopment of a 3 credit undergraduate nursing research course into a two week time frame. This approach was supported by the University's block curriculum based on mastery content learning. The course redevelopment used traditional learning activities, levels of evidence based practice, and unique learning activities to teach research concepts. A primary motivation for the re-development of this course was students past evaluations of the overall relevance of the course to "real" nursing. The re-design of this research course enabled students to develop research skills through the generation of their own research questions based on clinical experiences. The use of evidence based practice was taught through a systematic review process. This pedagogical approach is supported by a number of organizations and accrediting bodies that assert, professional nursing practice be grounded in research that will ultimately impact patient outcomes and ensure the delivery of safe care. An important feature to this course included collaborative learning. Students worked in groups to develop a unique PICO question (population, intervention, comparison, and outcomes). This included critically appraising and synthesizing the current literature related to the PICO question. Our strategies challenged the nursing students to apply research concepts to further explore and elucidate solutions to clinical concerns experienced in the care setting. These innovative strategies included: collaborative learning and group work; the generation of a unique PICO clinical question; orientation to various search strategies provided by a library expert; a student activity entitled "what is in the box"; attendance at a research center where current health related studies were in progress; a professional poster presentation, and other creative presentation methods. Significant outcomes that supported the changes and innovative strategies used in this course, was validated in the students' end of course evaluations. Overall the evaluation results were very positive. The curricular redevelopment of this course proved to be successful for undergraduate students.
References:
Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., Johnson, J., Mitchell, P., Sullivan, D., & Warren, J. (2007). Quality and safety education for nurses. Nursing Outlook, 55 (3), 122-131. Doi: 10.1016/j.outlook.2007.02.006. IOM (Institute of Medicine), 2011. The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press . Lee, H.J., & Lim, C. (2012). Peer evaluation in blended team project-based learning: What do students find important? Educational Technology & Society, 15 (4), 214-224. Melnyk, B., & Fineout, E. (2011). Evidenced-based practice in nursing & healthcare. Philadelphia: Lippincott & Wilkins. The essentials of Baccalaureate education for professional nursing practice (2008). American Association of Colleges of Nursing. Retrieved from http://www.aacn.nche.edu/
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.
Type | Presentation |
Acquisition | Proxy-submission |
Review Type | Abstract Review Only: Reviewed by Event Host |
Format | Text-based Document |
Evidence Level | N/A |
Research Approach | N/A |
Keywords | Interactive Teaching; Collaborative Learning; Evidence Based Practice |
Name | 43rd Biennial Convention |
Host | Sigma Theta Tau International |
Location | Las Vegas, Nevada, USA |
Date | 2015 |
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