2.50
Hdl Handle:
http://hdl.handle.net/10755/151582
Type:
Presentation
Title:
Teaching Students to Use a Body of Evidence
Abstract:
Teaching Students to Use a Body of Evidence
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Greenberg, Cindy Smith, DNSc, RN, CPNP
P.I. Institution Name:California State University, Fullerton
Title:Assistant Professor, Nursing
Co-Authors:Dana N. Rutledge, PhD, RN
Background: Faculty have developed multiple ways to incorporate principles of EBP throughout curricula. In teaching undergraduate nursing research, we use an exercise to help students understand use of a ôbodyö of evidence. Methods: The exercise involves having student groups apply critique methods with studies on selected issues for utilization in clinical practice (e.g., removal of short-term urethral catheters). Students receive 5 published studies on one topic and, in groups, develop a table of the evidence (columns: study purpose, sample/setting, research design and treatment, variables and their measurement, findings, conclusions). Each group is assigned a ôscenarioö from which they approach the assignment. The scenario describes the clinical problem within a specific context and tells the students they are part of work team assigned to address this problem. Per scenario, students are told that these 5 studies comprise all published information about the topic. Once completed by the group, the table of evidence is then used by each individual student in writing a ôsynthesis of findingsö paper. In this paper, students evaluate study findings in relation to each other and draw conclusions for practice. This synthesis is evaluated on the student's grasp of the cumulative consistency/strength of study findings. Outcomes: We have successfully used this exercise for over 5 years, and find that studies using similar research designs promotes the students' synthesis work. Student comments about the exercise include statements that this is difficult, that it requires a high level of critical thinking, and that it is very valuable in terms of practice application. Summary Recommendations: Teaching students to develop tables of evidence using a known body of studies allows them to learn the process. Creating realistic scenarios for the assignment and selecting appropriate studies is important to help students understand that the task of synthesizing evidence is a real world task.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleTeaching Students to Use a Body of Evidenceen_GB
dc.identifier.urihttp://hdl.handle.net/10755/151582-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Teaching Students to Use a Body of Evidence</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Greenberg, Cindy Smith, DNSc, RN, CPNP</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">California State University, Fullerton</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor, Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">cgreenberg@fullerton.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Dana N. Rutledge, PhD, RN</td></tr><tr><td colspan="2" class="item-abstract">Background: Faculty have developed multiple ways to incorporate principles of EBP throughout curricula. In teaching undergraduate nursing research, we use an exercise to help students understand use of a &ocirc;body&ouml; of evidence. Methods: The exercise involves having student groups apply critique methods with studies on selected issues for utilization in clinical practice (e.g., removal of short-term urethral catheters). Students receive 5 published studies on one topic and, in groups, develop a table of the evidence (columns: study purpose, sample/setting, research design and treatment, variables and their measurement, findings, conclusions). Each group is assigned a &ocirc;scenario&ouml; from which they approach the assignment. The scenario describes the clinical problem within a specific context and tells the students they are part of work team assigned to address this problem. Per scenario, students are told that these 5 studies comprise all published information about the topic. Once completed by the group, the table of evidence is then used by each individual student in writing a &ocirc;synthesis of findings&ouml; paper. In this paper, students evaluate study findings in relation to each other and draw conclusions for practice. This synthesis is evaluated on the student's grasp of the cumulative consistency/strength of study findings. Outcomes: We have successfully used this exercise for over 5 years, and find that studies using similar research designs promotes the students' synthesis work. Student comments about the exercise include statements that this is difficult, that it requires a high level of critical thinking, and that it is very valuable in terms of practice application. Summary Recommendations: Teaching students to develop tables of evidence using a known body of studies allows them to learn the process. Creating realistic scenarios for the assignment and selecting appropriate studies is important to help students understand that the task of synthesizing evidence is a real world task.</td></tr></table>en_GB
dc.date.available2011-10-26T11:07:00Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:07:00Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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