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

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 Sources of unpublished studies/gray literature will not be included in this scoping review.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.

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Web-based experiential learning strategies to enhance the evidence-based-practice competence of undergraduate nursing students

Nurse Education Today ◽

10.1016/j.nedt.2020.104466 ◽

2020 ◽

Vol 91 ◽

pp. 104466 ◽

Cited By ~ 3

Author(s):

Myonghwa Park ◽

Miri Jeong ◽

Mihyun Lee ◽

Laura Cullen

Keyword(s):

Nursing Students ◽

Experiential Learning ◽

Learning Strategies ◽

Evidence Based Practice ◽

Evidence Based ◽

Web Based ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph182010965 ◽

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.

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Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17176351 ◽

2020 ◽

Vol 17 (17) ◽

pp. 6351

Author(s):

Athina E. Patelarou ◽

Enkeleint A. Mechili ◽

María Ruzafa-Martinez ◽

Jakub Dolezel ◽

Joanna Gotlib ◽

...

Keyword(s):

Critical Thinking ◽

Nursing Students ◽

Scoping Review ◽

Evidence Based Practice ◽

Educational Interventions ◽

Healthcare Personnel ◽

Evidence Based ◽

Level Of Evidence ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing

Background: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much engaged and have a lack of knowledge and skills. Aim: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students. Methods: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance. Results: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies. Conclusions: EBP training can improve nursing students’ capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization.

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