Evidence Users vs. Evidence Generators: Revising a Graduate Research Course from an EBP Perspective

2.50
Hdl Handle:
http://hdl.handle.net/10755/152388
Type:
Presentation
Title:
Evidence Users vs. Evidence Generators: Revising a Graduate Research Course from an EBP Perspective
Abstract:
Evidence Users vs. Evidence Generators: Revising a Graduate Research Course from an EBP Perspective
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Levin, Rona Faye, PhD, RN
P.I. Institution Name:Lienhard School of Nursing, Pace University
Title:Project Director, J.M. Stout, RN EBP Initiative
This presentation will show how a traditional research course can be revised to one that uses an evidence-based practice (EBP) philosophy and focus. Of greatest importance is the faculty's adherence to a philosophy, which supports the education of evidence users rather than evidence generators at the master's level of nursing education. The final products of the revised course û the syllabus and teaching/learning strategies û will be shared with participants. Basic principles to follow in preparing such a course are: 1) creating an awareness of the importance of research as a way to improve practice; 2) developing a critical perspective on practice (constantly asking focused, searchable clinical questions); 3) searching for the evidence to answer these questions; 4) broadening students' ability from critiquing individual studies to appraising systematic reviews (both qualitative and quantitative); and 5) using the above knowledge to assess the validity of and/or develop practice protocols. Key to the success of such a course is the students' involvement and participation through collaborative learning strategies. The presenter will compare student evaluation data from before and after the course revision.
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.titleEvidence Users vs. Evidence Generators: Revising a Graduate Research Course from an EBP Perspectiveen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152388-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Evidence Users vs. Evidence Generators: Revising a Graduate Research Course from an EBP Perspective</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">Levin, Rona Faye, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Lienhard School of Nursing, Pace University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Project Director, J.M. Stout, RN EBP Initiative</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">rflevin@ix.netcom.com</td></tr><tr><td colspan="2" class="item-abstract">This presentation will show how a traditional research course can be revised to one that uses an evidence-based practice (EBP) philosophy and focus. Of greatest importance is the faculty's adherence to a philosophy, which supports the education of evidence users rather than evidence generators at the master's level of nursing education. The final products of the revised course &ucirc; the syllabus and teaching/learning strategies &ucirc; will be shared with participants. Basic principles to follow in preparing such a course are: 1) creating an awareness of the importance of research as a way to improve practice; 2) developing a critical perspective on practice (constantly asking focused, searchable clinical questions); 3) searching for the evidence to answer these questions; 4) broadening students' ability from critiquing individual studies to appraising systematic reviews (both qualitative and quantitative); and 5) using the above knowledge to assess the validity of and/or develop practice protocols. Key to the success of such a course is the students' involvement and participation through collaborative learning strategies. The presenter will compare student evaluation data from before and after the course revision.</td></tr></table>en_GB
dc.date.available2011-10-26T11:34:24Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:34:24Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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