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.

Walking the Walk: Integrating Evidence Into Clinical Experiences

2019 ◽  
Vol 25 (2) ◽  
pp. 148-153
Author(s):  
Leslie G. Cole ◽  
Stephanie Turner ◽  
Barbara Ann Graves
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Health Care Professionals ◽  
Nurse Educators ◽  
Evidence Based Practice ◽  
Current Evidence ◽  
Evidence Based ◽  
Adult Health ◽  
Clinical Experiences ◽  
Professional Nurses

Professional nurses are called to provide nursing care using an evidence-based approach. Health-care professionals are challenged to break away from old traditions and search for ways to improve health. Evidence-based practice (EBP) must be threaded throughout nursing curricula to produce critically-thinking professional nurses who will be meeting new and significant health-care challenges. Nursing education must be grounded in the translation of current evidence into practice. Nurse educators must acknowledge the obstacles faced when teaching concepts of research to students who have chosen a practice-focused career. The words evidence-based practice may be intimidating to nursing students. Nurse educators must shift this paradigm to invite students to realize that EBP is an integral component of modern health care that bridges the gap between health-care practices and improved patient outcomes. Faculty in a baccalaureate Adult Health course developed a unique approach inviting students to apply evidence to their student clinical experiences. Survey results showed that this innovative approach increased students' “excellent” or “good” understanding toward EBP concepts from pre-implementation scores of 46% to post-implementation scores of 94%. This active learning strategy allows students to “walk the walk” of EBP rather than simply listen to the “talk.”

Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Karen D. Groller ◽  
Pamela Adamshick ◽  
Kristine Petre
Keyword(s):  
Personal Growth ◽  
Nurse Educators ◽  
Undergraduate Research ◽  
Teaching Strategy ◽  
Project Work ◽  
Evidence Based ◽  
Innovative Teaching ◽  
Collaborative Project ◽  
Innovative Teaching Strategy ◽  
Evidence Based Nursing

AbstractBackgroundNurse educators are challenged to design courses that maintain rigor, promote student learning, maximize resource utilization, and ultimately prepare graduates for clinical practice.PurposeAn innovative teaching strategy was used to educate BSN level students in nursing inquiry with a collaborative project.MethodsCourse faculty incorporated information literacy (IL) and evidence-based practice (EBP) competencies into an undergraduate research course by taking the traditional practicum research project and redesigning it as a longitudinal scoping review (ScR) collaborative project.ResultsAt course conclusion, students verbalized having a deeper appreciation for nursing research, confidence in performing a literature search, and conducting a research critique.ConclusionsThe students’ contributions towards the ScR through their collaborative project work fostered personal growth in IL and EBP competencies through a meaningful project that can extend beyond the classroom to possibly influence patient care.

Reusable Learning Units: An Innovative Teaching Strategy for Online Nursing Education

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
D. Elizabeth Jesse ◽  
Janice Taleff ◽  
Patricia Payne ◽  
Ruth Cox ◽  
Linda L. Steele
Keyword(s):  
Nursing Education ◽  
Nurse Practitioner ◽  
Teaching Strategy ◽  
Adult Learning Theory ◽  
Learning Objectives ◽  
Innovative Teaching ◽  
Family Nurse Practitioner ◽  
History Of ◽  
Innovative Teaching Strategy ◽  
Collaborative Efforts

Constructivist and adult learning theory provided the theoretical framework for reusable learning units (RLUs) developed for a Southeastern University's family nurse-practitioner and nurse-midwifery distance educational programs. Reusable learning units are an organized series of learning events that satisfy one or more interrelated learning objectives that cannot be broken down to component parts without losing semantic and pragmatic meaning. This paper describes the conceptual framework, background and history of RLUs, and collaborative efforts for development and implementation.

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 Curricula Innovation to Positively Influence Preference for Working With Older Adults: A Review of the Literature

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 546-546
Author(s):  
Christine Brewer
Keyword(s):  
Older Adults ◽  
Nursing Education ◽  
Nursing Students ◽  
Service Learning ◽  
Community Dwelling ◽  
Evidence Based ◽  
Clinical Experiences ◽  
Search Terms ◽  
Education Interventions ◽  
Community Dwelling Older Adults

Abstract Few nursing students show preference in working with older adults. The purpose of this study was to review the U.S. nursing education evidence-based literature to determine curricula innovation to positively influence preference for working with older adults. CINAHL, Medline, Ovid Emcare, PsychInfo, and PubMed databases were searched for relevant U.S studies published between 2009 and 2020 using the search terms “nursing students”, “geriatrics OR gerontology OR older adults OR elderly OR aging”, “career OR work”, and “choice OR preference OR attitude”. Nine studies were eligible for inclusion. Nursing education may play a role in influencing how students perceive and prefer to work with older adults. Promising interventions include stand-alone gerontology courses, intergenerational service-learning experiences, and clinical experiences with community dwelling older adults. More evidence-based research with larger sample sizes are needed to determine effective nursing education interventions to improve nursing students’ attitude and preference for working with older adults.

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
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