Top of the Class: An Education Strategy to Empower Student Nurses to Present Evidence-Based Nursing Practice and Apply It to Their Clinical Practice

2.50
Hdl Handle:
http://hdl.handle.net/10755/152421
Type:
Presentation
Title:
Top of the Class: An Education Strategy to Empower Student Nurses to Present Evidence-Based Nursing Practice and Apply It to Their Clinical Practice
Abstract:
Top of the Class: An Education Strategy to Empower Student Nurses to Present Evidence-Based Nursing Practice and Apply It to Their Clinical Practice
Conference Sponsor:Sigma Theta Tau International
Conference Year:2006
Author:Bruen, Teresa B., BA, MSC
P.I. Institution Name:Galway Mayo Institute of Technology
Title:Lecturer in General Nursing.
The challenge to nurse lecturers? is to impart knowledge to students in an innovative, creative manner, which holds the students attention, and also enables them to effectively transfer this knowledge in to the clinical arena. It is important to be ever cognizant of the fact that learning in nursing needs to be transferable. There is an increasing emphasis on evidence ? based nursing practice, and it is the role of the nurse lecturer to ensure that the teaching strategies employed enable and empower students to improve and develop their critical thinking skills, in relation to evidence based nursing practice. The purpose of this quantitative descriptive study was to evaluate a   teaching strategy that was used in the delivery of the nursing studies practice module to third and fourth year student nurses. The significance of this study relates to the clinical  staff  highlighting a deficit in the knowledge of students in relation to evidence based  nursing practice, that needs to be addressed both  at ward level and in the educational institute. Therefore it was decided to develop an educational strategy that would endeavour to meet the learning outcomes of the students and enhance their knowledge in relation to their clinical placements. While traditional teaching strategies focus on lectures, power point presentations, they can become boring for the student and also can lead to non-attendance a t lectures. In light of this the students were asked to present to their class peers, nurse lecturers and representatives from the clinical arena the admission and care of patients using selected scenarios from medical and surgical areas. The experience was then evaluated  using a self-administered questionnaire and the results and findings in relation to this evaluation led to recommendations relating to further teaching strategies within the nursing practice studies curriculum.
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.titleTop of the Class: An Education Strategy to Empower Student Nurses to Present Evidence-Based Nursing Practice and Apply It to Their Clinical Practiceen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152421-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Top of the Class: An Education Strategy to Empower Student Nurses to Present Evidence-Based Nursing Practice and Apply It to Their 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">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Bruen, Teresa B., BA, MSC</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Galway Mayo Institute of Technology</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Lecturer in General Nursing.</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">terebrue@castle.gmit.ie</td></tr><tr><td colspan="2" class="item-abstract">The challenge to nurse lecturers? is to impart knowledge to students in an innovative, creative manner, which holds the students attention, and also enables them to effectively transfer this knowledge in to the clinical arena. It is important to be ever cognizant of the fact that learning in nursing needs to be transferable. There is an increasing emphasis on evidence ? based nursing practice, and it is the role of the nurse lecturer to ensure&nbsp;that the teaching strategies employed enable and empower students to improve and develop their critical thinking skills, in relation to evidence based nursing practice. The purpose of this quantitative descriptive study was to evaluate a&nbsp;&nbsp; teaching strategy that was used in the delivery of the nursing studies practice module to third and fourth year student nurses. The significance of this study relates to the clinical&nbsp; staff&nbsp; highlighting a deficit in the knowledge of students in relation to evidence based&nbsp; nursing practice, that needs to be addressed both&nbsp; at ward level and in the educational institute. Therefore it was decided to develop an educational strategy that would endeavour to meet the learning outcomes of the students and enhance their knowledge in relation to their clinical placements. While traditional teaching strategies focus on lectures, power point presentations, they can become boring for the student and also can lead to non-attendance a t lectures. In light of this the students were asked to present to their class peers, nurse lecturers and representatives from the clinical arena the admission and care of patients using selected scenarios from medical and surgical areas. The experience was then evaluated&nbsp; using a self-administered questionnaire and the results and findings in relation to this evaluation led to recommendations relating to further teaching strategies within the nursing practice studies curriculum.</td></tr></table>en_GB
dc.date.available2011-10-26T11:35:41Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:35:41Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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