New Nurses in a Residency Program Uncover Evidence that Changes Practice
Ellen Vuong, BSN, RN; Patricia Kelly, DNP, APRN, CNS, AOCN
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Nineteen nurse residents were divided into six teams by service lines. Teams reviewed hospital data, queried clinical staff, created EBP questions using the Population, Intervention, Comparison, and Outcome (PICO) format, reviewed literature, and developed and implemented an EBP project. Each team was assigned a mentor from the leadership team to help residents develop their project, address barriers, and communicate with unit staff. The EBP curriculum included seven detective-themed classes such as “Cracking the Case: Exposing the Truth about EBP” and “The Detective’s Handbook: Using the Iowa Model. Residents were given course time to complete literature reviews and creating an EBP poster and presentation.</p>
<p>Outcome & Takeaways:
All teams completed their EBP projects and shared outcomes with nurse managers, directors, and the chief nursing officer. Residents displayed posters in the units and poster fair. Although the residents felt overwhelmed with short six-week implementation time, they saw their projects as steppingstones to professional opportunities such as nursing career advancement, EBP fellowship programs, and advanced education. A resident commented: “We got a chance to see the types of issues we may encounter on the job that could lead to research opportunities. In school, we only focus on learning basics.” Eighteen week and six-month post-program survey results using a modified EBP Capability Beliefs Survey2 and an EBP Course Survey3 indicate that residents are comfortable with developing an EBP question and accessing hospital-specific EBP resources. The conclusion is that incorporating a hands-on EBP program with nurse residencies is an innovative way to instill EBP into clinical practice.</p>
|Review Type||Abstract Review Only: Reviewed by Event Host|
|Keywords||nurse continuing education;
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