Creative Learning Through the Use of Simulation to Teach Nursing Students Screening, Brief Intervention, and Referral to Treatment for Alcohol and Other Drug Use in a Culturally Competent Manner

2017 ◽  
Vol 29 (4) ◽  
pp. 387-394 ◽  
Author(s):  
Marie A. Fioravanti ◽  
Holly Hagle ◽  
Kathy Puskar ◽  
Emily Knapp ◽  
Irene Kane ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Drug Use ◽  
Cultural Competency ◽  
Undergraduate Students ◽  
Brief Intervention ◽  
Evidence Based Practice ◽  
Teaching Methodology ◽  
Evidence Based ◽  
Culturally Competent

Introduction: Cultural competency is an integral component in undergraduate nursing education to provide patient-centered care and addressing patients’ cultural differences. Students need to consider the prevalence of alcohol and other drug use/misuse in patients from all cultures. This project combines cultural competency education, simulation, and educating students to use screening, brief intervention, and referral to treatment for alcohol and other drug use. Method: Culturally diverse simulation scenarios were developed and used in the simulation lab with students to reduce stigma surrounding other cultures while learning an evidence-based practice to screen and intervene with patients who use/misuse substances. Results: Results show students value simulation and 91% of the students felt that they were able to apply culturally competent knowledge after the simulation experience. Discussion: Cultural competency principles can be embedded in teaching the broader evidence-based practice of screening, brief intervention, and referral to treatment with undergraduate students. This is a replicable teaching methodology that could be adapted in other schools of nursing.

HUBUNGAN PENGETAHUAN TERHADAP KOMPETENSI MAHASIWA PROFESI NERS DALAM PENERAPAN EVIDENCE BASED PRACTICE

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Hasniatisari Harun ◽  
Yusshy Kurnia Herliani ◽  
Anita Setyawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Evidence Based Practice ◽  
Sampling Technique ◽  
Nursing Program ◽  
Evidence Based ◽  
Professional Nursing ◽  
Professional Nurses ◽  
High Competence

Professional nurses could be prepared through professional nursing programs. Professional nursing program is part of the nursing education program. One of the competencies required to be professional nurses is implementing evidence-based practice (EBP) to explore the best nursing interventions for patients to get optimal outcome. Nursing students have learned EBP during bachelor degree by analysis case using the EBP method. However, evaluation related  students' understanding of the method and its application of EBP to the clinical practice was none. The purpose of this study was to determine the relationship of knowledge with student competency in the implementation of evidence based practice (EBP) to managed patients in the medical surgical nursing stage. This research is quantitative research. The sample in this study was 120 nursing students who were at professional nursing program that were recruited using total sampling technique. The instrument used is the Evidence Based Practice Questionnaire (EBPQ) questionnaire. The results showed that more than half of the respondents had high knowledge (68%), and high competence (49%). This study shows a meaningful relationship between knowledge of student competence in applying EBP (r = .6070, p <0.01). The findings of this study are important for recommendations related to developing teaching materials in nursing education related to for providing the best service for patients.

scholarly journals Using a research coach to enhance evidence-based practice integration in undergraduate nursing

2021 ◽  
Vol 11 (12) ◽  
pp. 73
Author(s):  
Melba Sheila D'Souza
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Case Studies ◽  
Undergraduate Students ◽  
Evidence Based Practice ◽  
Thinking Skills ◽  
Evidence Based ◽  
Problem Solving Skills ◽  
Undergraduate Nursing ◽  
Quasi Experimental

Background and objective: Coaching contributes to the understanding and application of knowledge in nursing practice. This study aims to examine the implementation of a research coach to enhance evidence-based practice integration in undergraduate nursing.Methods: Design: This study used a quasi-experimental non-equivalent post-test-only design. Settings and participants: Forty second-year undergraduate nursing students were invited to participate in the study at a public university in 2019. Methods: The evidence-based practice (EBP) questionnaire was used, and the primary outcomes were attitudes, skills, and capabilities of EBP. The undergraduate students worked with a third-year level research coach to engage in evidence-based nursing using clinical case studies. Results: The findings expressed the students’ readiness to capture, select, and organize their critical thinking skills through case studies and online discussion. Students perceived that they needed versatile skills in the interpretation and application of evidence-based nursing.Conclusions: A research coach played an essential role for novice student nurses in improving decision-making skills and transition to practice in this setting. The research coach model enables critical thinking and problem-solving skills through interaction and case studies.

scholarly journals Validation of the Evidence-Based Practice Competence Questionnaire for Nursing Students: A Cross-Sectional Study in Greece

2021 ◽  
Vol 11 (4) ◽  
pp. 765-774
Author(s):  
Athina Patelarou ◽  
Stefania Schetaki ◽  
Konstantinos Giakoumidakis ◽  
Paschalina Lialiou ◽  
Evridiki Patelarou
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Evidence Based Practice ◽  
Reliability And Validity ◽  
Evidence Based ◽  
Greek Version ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

(1) Background: evidence-based nursing has been widely adopted by healthcare facilitators, and it is predicated on the connection between research evidence and clinical practice. The knowledge and implementation of evidence-based practice (EBP) depend on a variety of long-established barriers and attitudes. The purpose of this study was to translate and validate the Greek version of the evidence-based practice competence questionnaire (EBP-COQ) and test it on a sample of Greek undergraduate nursing students. (2) Methods: a cross-sectional analysis was conducted on data obtained between November 2018 and January 2019. A convenience sample of 320 Greek undergraduate nursing students participated in a survey to examine the psychometric properties of the tool. The reliability and validity of the tool was examined. Cronbach’s coefficient alpha was used to determine the scale’s internal consistency reliability. (3) Results: the EBP-COQ was translated and validated. The estimated Cronbach’s alpha was higher than 0.70 for all scales. Of the participants, 22.5% were men and 77.5% were women, while 31% of them were in their final year of nursing education. A total of 61% of the students stated that they had not participated in an EBP seminar in the past. High Spearman’s correlation coefficients were found for “Knowledge in EBP” with “Personal attitude towards EBP” (rs = 0.329, p < 0.001). (4) Conclusions: the Greek version of the EBP-COQ is a valid instrument that can be used in the Greek population. It provides information about attitude, knowledge and skills in the EBP approach.

scholarly journals En kvalitativ studie av sykepleiestudenters opplevelser av nye læringsaktiviteter i kritisk vurdering av kvantitative forskningsartikler

2015 ◽  
Vol 10 (2) ◽  
pp. 91
Author(s):  
Cecilie Katrine Utheim Grønvik ◽  
Signe Gunn Julnes ◽  
Atle Ødegård
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Evidence Based Practice ◽  
Critical Evaluation ◽  
Learning Activities ◽  
Research Articles ◽  
Evidence Based ◽  
Constructive Feedback ◽  
New Learning

<p>A qualitative study of nursing students' experience of new learning activities in critical evaluation of quantitative research articles<strong> </strong></p><p>Evidence-Based Practice is a vital part of professional health care and nurses need to have knowledge of research. This article presents nursing students' experience with new learning activities in critical evaluation of quantitative research articles. This experience was studied in focus group interviews with second-year nursing students. The students described it as challenging to understand the various quantitative designs and statistical methods. Specific requirements in the learning activities, constructive feedback, relevance and conformity between learning activities and assessments seem to promote the targeted learning outcome. How students' knowledge and skills are received in practice seems to affect students' attitudes and behavior in relation to the application of research results. To increase evidence-based practice there appears to be a need for innovative processes that can strengthen the cooperation between the nursing education and the field of practice.</p>

scholarly journals Simulation design for improvement of undergraduate nursing students’ experience of evidence-based practice: A scoping-review protocol

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260238
Author(s):  
Chi Eun Song ◽  
Aeri Jang
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Scoping Review ◽  
Evidence Based Practice ◽  
Data Extraction ◽  
Evidence Based ◽  
Simulation Design ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Simulation may be an effective educational strategy for undergraduate nursing students to experience evidence-based practice. The aim of this scoping review is to explore such simulations to discover the design characteristics that best achieve this goal. In this review, we will consider studies in which the focus was on evidence-based practice-related simulation programs for undergraduate students in academic, clinical, or virtual settings. We will also focus on the active learning strategies applied in such simulation programs. This scoping review will be conducted in accordance with the Joanna Briggs Institute methodology. Studies will be searched in Medical Literature Analysis and Retrieval System Online (MEDLINE; PubMed), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), and the Excerpta Medica database (EMBASE). Sources of unpublished studies/gray literature will not be included in this scoping review. Data extraction will be undertaken by using a data-extraction tool developed by the reviewers, based on the National League for Nursing Jeffries Simulation Theory. Via a narrative summary and tabulated results, we will describe how the simulation programs were designed or implemented in an undergraduate curriculum.

Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Son Chae Kim ◽  
Sydney Sabel ◽  
Sarah McHargue ◽  
Rosaleen D. Bloom
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Evidence Based Practice ◽  
Journal Club ◽  
Baccalaureate Nursing Students ◽  
Evidence Based ◽  
Journal Clubs ◽  
Ebp Implementation ◽  
The Impact

AbstractObjectiveJournal clubs are accepted as an effective strategy for promoting evidence-based practice (EBP). However, journal clubs are underutilized in nursing education, and little is known about the impact of extracurricular, student-led journal clubs on EBP implementation among baccalaureate nursing students. The purpose of this study was to estimate the impact of journal club attendance on EBP implementation.MethodsA web-based survey was conducted in April 2019 following eight sessions of monthly journal club among senior nursing students (n=78).ResultsFifteen students attended four or more extracurricular, student-led journal club sessions (19.2%). EBP practice score was significantly higher among frequent journal club attendees. In multivariate analysis, journal club attendance was the significant predictor of EBP practice (β=0.34; p=0.006).ConclusionGraduating senior nursing students who attend extracurricular, student-led journal club sessions are more likely to carry out EBP practice. Participation in journal clubs may help increase their EBP competencies.

Perceptions of Competence About Evidence-Based Practice Among Saudi Baccalaureate Nursing Students: A Cross-Sectional Survey

2019 ◽  
Vol 32 (2) ◽  
pp. 101-105 ◽  
Author(s):  
Regie B. Tumala ◽  
Abdualrahman S. Alshehri
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Research Evidence ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Research Utilization ◽  
Evidence Based ◽  
Cross Sectional Survey ◽  
Allied Health Professionals ◽  
Cross Sectional

For more than 30 years, research utilization has been described in the literature, which predated the heightened interest and demand for using best research evidence in nursing practice. Fernandez, Tran, Ramjan, Ho, and Gill identified evidence-based practice (EBP) as a methodical approach for using the best research evidence when making clinical judgments, together with patient preference and clinical experience. Furthermore, EBP was defined as the use of evidence-based knowledge in the clinical situations, and its usage should be one of the most important educational objectives in nursing education as well as one of the important skills for registered nurses worldwide. In nursing education, students must be taught to appreciate the importance of utilizing best evidence in their nursing practice, especially during their clinical time in the healthcare setting. It is hoped that if they appreciate EBP that when they become nurses, they will play an important role in the decision-making related to patient care, along with other medical and allied health professionals.

scholarly journals What Should Be Considered in the Evidence-Based Practice Competency-Based Curriculum for Undergraduate Nursing Students? From the Student’s Point of View

2021 ◽  
Vol 18 (20) ◽  
pp. 10965
Author(s):  
Chieun Song ◽  
Weongyeong Kim ◽  
Jeongmin Park
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
Qualitative Content Analysis ◽  
Nursing Curriculum ◽  
Evidence Based ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Background: The nursing curriculum should be systematically developed to improve the evidence-based practice (EBP) competencies of undergraduate nursing students. We attempted to identify the factors important for developing or improving the EBP-integrated nursing curriculum. Methods: This study adopted the qualitative research design using qualitative content analysis. A total of 168 study participants were included in the study. The participants were third-year nursing students at a private university located in southeastern South Korea. An open-ended question was asked: “To improve students’ EBP competencies during theory classes, on-campus practicums, or clinical practicums, what do you think is necessary?” Result(s): The analysis presented thirty themes, which were grouped into 10 sub-categories and further into four categories, and finally into three main categories. The students responded that they needed to form their own attitudes toward EBP. Regarding educator-related needs, students responded that effective teaching and learning methods should be used in classes. The students also suggested that the EBP process should be applied during clinical practicum. Regarding school-related needs, students suggested that EBP education should be applied at the beginning of the curriculum. Furthermore, the students recommended that repeated teaching should be used for EBP, and that EBP education should be connected to the major courses. Conclusion: The development of EBP competencies among undergraduate students is an important factor that can impact the nursing quality and patient safety. Based on the findings of this study, multidimensional efforts are needed to improve the liberal arts education of students and strengthen the educators’ competencies of EBNP and EBTP. Furthermore, schools should strive to assess students’ educational needs regularly and integrate the subsequent EBP-integrated nursing curricula consistent with these needs.

Knowledge, skills, and attitudes of nursing students on evidence-based practice

2021 ◽  
Vol 55 ◽  
Author(s):  
Lucas Hideki Kato Myakava ◽  
Mariana Alvina dos Santos ◽  
Vilanice Alves de Araújo Püschel
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Evidence Based Practice ◽  
Statistical Correlation ◽  
Evidence Based ◽  
School Of Nursing ◽  
Effective Strategies ◽  
The Mean ◽  
The Relationship ◽  
Associated Variables

ABSTRACT Objective: To identify knowledge, skills, and attitudes on Evidence-Based Practice of nursing students in the School of Nursing of Universidade de São Paulo and to explore the relationship between knowledge, skills, and attitudes and associated variables. Method: This is an exploratory, descriptive, analytical study conducted with 125 nursing undergraduate students. The data were obtained through application of the Evidence-Based Practice Questionnaire. Results: The mean score for the questionnaire was 4.73 (SD = 0.79), with a higher score in the Attitudes domain. There was a significant statistical correlation between questionnaire score and course year (p < 0.001). Conclusion: There is a gap in the knowledge and skills associated to Evidence-Based Practice among nursing students. Effective strategies for teaching this subject in the nursing undergraduate course must be developed.

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