scholarly journals Strategies for teaching evidence-based practice in nursing education: a thematic literature review

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
May-Elin T. Horntvedt ◽  
Anita Nordsteien ◽  
Torbjørg Fermann ◽  
Elisabeth Severinsson
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Evidence Based Practice ◽  
Evidence Based

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.

Evidence-Based Practice Application: A Goal for Anaesthetic and Recovery Nurses

2011 ◽  
Vol 12 (3-4) ◽  
pp. 53-56 ◽  
Author(s):  
Joni M. Brady
Keyword(s):  
Nursing Education ◽  
Formal Education ◽  
Evidence Based Practice ◽  
Scientific Evidence ◽  
Evidence Based ◽  
Nursing Process ◽  
Skilled Professional ◽  
Professional Opinion ◽  
Guided Instruction ◽  
Subsequent Addition

AbstractHistorically speaking, nursing actions were often based on opinions or habits with very little scientific evidence available to guide practice. The nursing process has been widely employed in basic nursing education programmes for several decades. The subsequent addition of the critical thinking component has enabled the practitioner to apply reasoning and formulate appropriate judgments about his/her patient's needs. Although many nurses lack formal education in research and evidence-based practice (EBP), frontline practitioners occupy a perfect position to stimulate and impact adoption of EBP in practice. Incorporation of EBP education and guided instruction in the EBP process for anaesthetic and recovery nurses can only serve to sustain its primary goal of combining the best available evidence with skilled professional opinion to achieve safe and sound practice at the bedside.

Clinical Postconference Pedagogy: Exploring Evidence-Based Practice With Millennial-Inspired “Building Blocks”

2012 ◽  
Vol 18 (1) ◽  
pp. 13-16 ◽  
Author(s):  
Kristin A. Schams ◽  
Jackie K. Kuennen
Keyword(s):  
Nursing Education ◽  
Evidence Based Practice ◽  
Teaching Strategy ◽  
Building Blocks ◽  
Evidence Based ◽  
Clinical Experiences ◽  
Health Care Environment ◽  
Care Environment ◽  
Innovative Teaching ◽  
Innovative Teaching Strategy

This article reports an innovative teaching strategy consisting of learning units whereby students come to postconference sessions prepared to share evidence-based practice (EBP) information associated with upcoming laboratory concepts, discover relationships among laboratory concepts and current nursing practice, and associate personal clinical experiences with the practice environment. This strategy, named “Building Blocks,” represents one method to transform nursing education into a more active process, and also has the potential to prepare graduates who can function in a dynamic health care environment incorporating EBP.

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