Generators Versus Users of Nursing Research: Transitioning towards Evidence-Based Practice in a Graduate Nursing Program

2.50
Hdl Handle:
http://hdl.handle.net/10755/152936
Type:
Presentation
Title:
Generators Versus Users of Nursing Research: Transitioning towards Evidence-Based Practice in a Graduate Nursing Program
Abstract:
Generators Versus Users of Nursing Research: Transitioning towards Evidence-Based Practice in a Graduate Nursing Program
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Neville, Kathleen, PhD, RN
P.I. Institution Name:Kean University
Title:Professor, School of Nursing
21st INRC [Evidence-Based Practice Presentation] Worldwide, Evidence-Based practice is increasingly recognized as a necessity for the delivery of the highest quality care to patients and families. Accordingly, the focus of educating nurses from a predominantly traditional research generator focus has shifted to incorporating an Evidence-Based approach addressing users of research. The purpose of this pilot study is to describe the process of transitioning from a traditional research focus to implementation of an Evidence-Based approach in graduate nursing education. Using a case method approach, graduate students enrolled in three consecutive research courses which had transitioned from original research to Evidence-Based projects along with faculty were investigated to explore the implementation of an Evidence-Based approach to determine the best practice for clinical issues in their practice settings. Collaboration with reference librarians provided students with valuable search expertise. After assessing library resources and databases, additional subscriptions included the Cochrane Library and Joanna Briggs Institute. In addition to traditional nursing research content, Evidence-Based practice with emphasis on the formulation of PICO questions, identification of levels of evidence, and additional focus of odds ratio and confidence intervals in statistical analysis were introduced.  Substantial faculty discussion involved innovative teaching methods, IRB processes, and feasibility of Evidence-Based practice projects.   PICO questions were diverse and yielded variability in the ability to obtain systematic reviews. PICO questions addressed nursing interventions involving acquisition of psychomotor skills in simulation, adolescent sleep deprivation, SBAR change in shift reporting method, cognitive rehearsal in response to horizontal violence, and coping with breathlessness. Findings revealed that students became highly cognizant of the need to rely on the best evidence to determine clinical practice decisions and to serve as EBP mentors in their agencies. Qualitative data regarding barriers, facilitators, strengths, weaknesses and overall faculty and student responses will be analyzed.
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.titleGenerators Versus Users of Nursing Research: Transitioning towards Evidence-Based Practice in a Graduate Nursing Programen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152936-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Generators Versus Users of Nursing Research: Transitioning towards Evidence-Based Practice in a Graduate Nursing Program</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">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Neville, Kathleen, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Kean University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor, School of Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">kneville@kean.edu</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Evidence-Based Practice Presentation] Worldwide, Evidence-Based practice is increasingly recognized as a necessity for the delivery of the highest quality care to patients and families. Accordingly, the focus of educating nurses from a predominantly traditional research generator focus has shifted to incorporating an Evidence-Based approach addressing users of research. The purpose of this pilot study is to describe the process of transitioning from a traditional research focus to implementation of an Evidence-Based approach in graduate nursing education. Using a case method approach, graduate students enrolled in three consecutive research courses which had transitioned from original research to Evidence-Based projects along with faculty were investigated to explore the implementation of an Evidence-Based approach to determine the best practice for clinical issues in their practice settings. Collaboration with reference librarians provided students with valuable search expertise. After assessing library resources and databases, additional subscriptions included the Cochrane Library and Joanna Briggs Institute. In addition to traditional nursing research content, Evidence-Based practice with emphasis on the formulation of PICO questions, identification of levels of evidence, and additional focus of odds ratio and confidence intervals in statistical analysis were introduced.&nbsp; Substantial faculty discussion involved innovative teaching methods, IRB processes, and feasibility of Evidence-Based practice projects. &nbsp; PICO questions were diverse and yielded variability in the ability to obtain systematic reviews. PICO questions addressed nursing interventions involving acquisition of psychomotor skills in simulation, adolescent sleep deprivation, SBAR change in shift reporting method, cognitive rehearsal in response to horizontal violence, and coping with breathlessness. Findings revealed that students became highly cognizant of the need to rely on the best evidence to determine clinical practice decisions and to serve as EBP mentors in their agencies. Qualitative data regarding barriers, facilitators, strengths, weaknesses and overall faculty and student responses will be analyzed.</td></tr></table>en_GB
dc.date.available2011-10-26T11:55:48Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:55:48Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.