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.

Establishing A Global EBP Tool to Measure Evidence-Based Practice Knowledge: Translating and Testing the French Version of EKAN

2020 ◽  
Vol 28 (2) ◽  
pp. 370-381
Author(s):  
Jan M. Nick ◽  
Lisa Roberts ◽  
Farah Martine Adrien ◽  
Amy H. Wonder
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Evidence Based Practice ◽  
Knowledge Score ◽  
Baccalaureate Nursing Students ◽  
Evidence Based ◽  
Baseline Measure ◽  
Cross Sectional ◽  
French Speaking ◽  
Practice Knowledge

Background and PurposeGovernment and professional organizations around the world have issued a call for evidence-based practice (EBP), affecting nursing globally. This study aimed to establish a baseline measure of EBP knowledge in French-speaking, baccalaureate nursing students and test the psychometric performance of a newly translated instrument.MethodsFor the cross-sectional, descriptive, correlational study, 103 baccalaureate nursing students from Haiti were included in the analysis.ResultsRasch analysis showed strong evidence of validity (Weighted MS M = 984; Unweighted MS M = 1.01). Individual items showed item reliability (.94). The mean EBP knowledge score was 5.9 (SD = 1.93; Range = 2–10 points).ConclusionsThis study provides initial psychometric evidence for an EBP knowledge measure that can be used as a catalyst for research in 29 French-speaking countries.

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.

Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Quyen Phan ◽  
Naomi Johnson ◽  
JoAnna Hillman ◽  
Daniel Geller ◽  
Laura P. Kimble ◽  
...  
Keyword(s):  
Nursing Students ◽  
Social Determinants Of Health ◽  
Health Equity ◽  
Social Determinants ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Determinants Of Health ◽  
Marginalized Populations ◽  
Knowledge And Attitudes ◽  
The Impact

AbstractObjectiveFor nursing students, competency in population health management involves acquiring knowledge and forming attitudes about the impact of the social determinants of health (SDoH) on health equity. The purpose of this pilot study was to assess nursing students’ knowledge and attitudes about the SDoH and health equity following a focused simulation activity.MethodBaccalaureate nursing students (N=182) participated in a ninety-minute health equity simulation and a post-simulation debrief. Forty-four students (23%) completed a 19-item post-simulation survey.ResultsSixty-four percent of participants reported positive attitude change in working with marginalized populations caused by the SDoH, and 89% reported being knowledgeable about the role of the registered nurse in addressing health equity. Seventy-five percent reported enhanced knowledge of the SDoH through the health equity simulation.ConclusionUsing health equity simulation may be effective in enhancing students’ knowledge, as well as their attitudes in caring for the health of marginalized populations by addressing the SDoH.

scholarly journals Journal Clubs

2020 ◽  
Author(s):  
Cecilia Black Fylking ◽  
Elin Opheim
Keyword(s):  
Applied Sciences ◽  
Nursing Students ◽  
Evidence Based Practice ◽  
Theory And Practice ◽  
Research Articles ◽  
Evidence Based ◽  
Journal Clubs ◽  
University Of Applied Sciences ◽  
The Subject ◽  
Academic Genre

Journal clubs are closely interlinked with evidence based practice. At Faculty of Social and Health Sciences at Inland Norway University of Applied Sciences our students are required to write literature reviews for their bachelor degree, and there is an increasing need for guiding the students into academic methodology through critically assessing research articles.  The purposes of starting journal clubs at our faculty is to guide the students into the academic genre, to help them gain confidence in reading research articles, and to broaden the perspective between theory and practice. Better semester grade is a secondary goal to our aim as it probably is hard to operationalize. We wish to establish a cooperation with the faculty staff, especially the ones involved in teaching evidence based practice.  Wilson & Deighton (2016) describes that students find it difficult to approach research articles, and that journal clubs are suitable and an activating manner to introduce the students to the academic genre. Deenadayalan et al. (2008) comments that using case studies as a basis for academic discussion, fills the gap between theory and practical approach to the subject. There are several elements to pay attention to if the journal clubs are to become a success, and Deenadayalan et al. (2008) emphasizes among other things a clear purpose for the students' involvement, as well as leadership, insentives and preparedness. In our project dating, we wish to discuss the possibility to do pilots for nursing students either in the last semesters of their courses, or with master students. We are interested in previous experiences with nursing students, and we want to look into which factors that makes the clubs function and how our aim might be reached.

scholarly journals Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review

2016 ◽  
Vol 13 ◽  
pp. 34 ◽  
Author(s):  
Konstantinos Kyriakoulis ◽  
Athina Patelarou ◽  
Aggelos Laliotis ◽  
Andrew C Wan ◽  
Michail Matalliotakis ◽  
...  
Keyword(s):  
Systematic Review ◽  
Evidence Based Practice ◽  
Journal Club ◽  
Educational Interventions ◽  
Free Text ◽  
Evidence Based ◽  
Educational Strategies ◽  
Medical Subject Headings ◽  
Journal Clubs ◽  
Use Of Technology

Purpose: The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP) to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. Methods: The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016). Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings) and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM). Results: Twenty articles were included in the review. The majority of the studies sampled medical students (n=13) and only few conducted among nursing (n=2), pharmacy (n=2), physiotherapy/therapy (n=1), dentistry (n=1), or mixed disciplines (n=1) students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions), or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Conclusion: Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions varying form some hours to even months was not related to the students’ EBP competence.

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