Using Reflective Journaling to Infuse Evidence-based Nursing Into Clinical Practice

2.50
Hdl Handle:
http://hdl.handle.net/10755/152305
Type:
Presentation
Title:
Using Reflective Journaling to Infuse Evidence-based Nursing Into Clinical Practice
Abstract:
Using Reflective Journaling to Infuse Evidence-based Nursing Into Clinical Practice
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Brown, Gary L., MS
P.I. Institution Name:Arizona State University College of Nursing & Healthcare Innovation
Title:Clinical Assistant Professor
[Symposium Presentation] Evidenced-based Practice (EBP) has become the standard at this college of nursing and teaching students to value and accept this as a personal and professional responsibility can sometimes be a challenge. We are committed to infusing EBP into our curriculum and have begun this process by utilizing existing assignments and learning experiences. We are committed to assisting students in understanding the inter-relationship between evidenced-based research and practice. Senior 1 nursing students enrolled in a semester long Community/Public Health clinical course are required as part of their weekly journal writing to reflect on their experiences and develop ôburningö questions that result from their new experiences in delivering population-based care. The population of interest (P), intervention of interest (I), comparison of interest (C), and the outcome of interest (O) is simply the process referred to as the PICO question that facilitates this ôspirit of inquiry and define what is called the searchable question (Melnyk & Fineout-Overholt (2004).Using the reflective journal provides a multitude of opportunities. It challenges the students to think critically, provides an opportunity for them to integrate EBP in a pragmatic sense, and gives the clinical learning experience significance for them. The steps in the process are that the student must 1) develop a PICO; 2) search the literature to find supporting evidence, or lack of it; 3) incorporate the questions and literature synopsis into a notebook reflecting growth of clinical competence, demonstrating the ability to incorporate EBP principles into their practice, and building a PICO data base for future use, and. 4) provides agencies with updated information to assist in the improvement, enhancement, and evaluation of health care practices and policies. This innovation will be shared with specific examples and hot-to-get-started strategies.
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.titleUsing Reflective Journaling to Infuse Evidence-based Nursing Into Clinical Practiceen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152305-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Using Reflective Journaling to Infuse Evidence-based Nursing Into Clinical Practice</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">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Brown, Gary L., MS</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Arizona State University College of Nursing &amp; Healthcare Innovation</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Clinical Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">Gary.Brown@asu.edu</td></tr><tr><td colspan="2" class="item-abstract">[Symposium Presentation] Evidenced-based Practice (EBP) has become the standard at this college of nursing and teaching students to value and accept this as a personal and professional responsibility can sometimes be a challenge. We are committed to infusing EBP into our curriculum and have begun this process by utilizing existing assignments and learning experiences. We are committed to assisting students in understanding the inter-relationship between evidenced-based research and practice. Senior 1 nursing students enrolled in a semester long Community/Public Health clinical course are required as part of their weekly journal writing to reflect on their experiences and develop &ocirc;burning&ouml; questions that result from their new experiences in delivering population-based care. The population of interest (P), intervention of interest (I), comparison of interest (C), and the outcome of interest (O) is simply the process referred to as the PICO question that facilitates this &ocirc;spirit of inquiry and define what is called the searchable question (Melnyk &amp; Fineout-Overholt (2004).Using the reflective journal provides a multitude of opportunities. It challenges the students to think critically, provides an opportunity for them to integrate EBP in a pragmatic sense, and gives the clinical learning experience significance for them. The steps in the process are that the student must 1) develop a PICO; 2) search the literature to find supporting evidence, or lack of it; 3) incorporate the questions and literature synopsis into a notebook reflecting growth of clinical competence, demonstrating the ability to incorporate EBP principles into their practice, and building a PICO data base for future use, and. 4) provides agencies with updated information to assist in the improvement, enhancement, and evaluation of health care practices and policies. This innovation will be shared with specific examples and hot-to-get-started strategies.</td></tr></table>en_GB
dc.date.available2011-10-26T11:31:20Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:31:20Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.