Collaborative Partnership as a Pedagogical Strategy to Teach Research and Evidence-Based Practice to Undergraduate Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/153331
Type:
Presentation
Title:
Collaborative Partnership as a Pedagogical Strategy to Teach Research and Evidence-Based Practice to Undergraduate Nursing Students
Abstract:
Collaborative Partnership as a Pedagogical Strategy to Teach Research and Evidence-Based Practice to Undergraduate Nursing Students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2006
Author:Zinsmeister, Louann, DNSc, MS, BSN
P.I. Institution Name:Messiah College
Title:Assistant Professor of Nursing
Co-Authors:Carolyn Kreamer, PhD, RN
Helping undergraduate nursing students appreciate the value and importance of nursing research for clinical practice has long challenged nurse educators.  Research Roundtable, a collaborative partnership between an urban healthcare system and a baccalaureate nursing program, provided a unique opportunity to help undergraduate nursing students make meaningful connections between classroom concepts in nursing research and nursing practice problems. Since nursing students were learning unfamiliar research concepts and concurrently applying evidence-based protocols to solve a clinical problem or question, the traditional nursing research course content was sequenced to assist students to comprehend how evidence-based practice arises from traditional research. Over the three years of collaboration, the content and structure of the learning activities changed; however, the use of working teams of staff nurses, nursing students, advance practice nurse facilitators, and faculty consultants was consistent. Eventually, one-third of the undergraduate research course was devoted to this collaborative learning strategy, and students? course expectations and grading were adjusted to reduce student stress and encourage active participation in the collaborative projects. Students were required to maintain a reflective journal of their experiences and actively participate in all aspects of the collaborative projects including library searching, research critique, in-class presentations, poster presentations, and research conference presentations. The learning activities evolved from the actual planning and implementation of a research project to the exploration of clinical practice questions using evidence-based practice processes. Data from student course evaluations and other evaluations demonstrated that students more readily embraced the value of nursing research to practice, felt more empowered to use research findings in their own practice, and valued the opportunity to collaborate with practicing nurses on an actual clinical question or problem. A distinct advantage of this collaborative partnership was the synergy among the nurses? clinical practice expertise, the nursing students? information management skills, and faculty knowledge of research.
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.titleCollaborative Partnership as a Pedagogical Strategy to Teach Research and Evidence-Based Practice to Undergraduate Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153331-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Collaborative Partnership as a Pedagogical Strategy to Teach Research and Evidence-Based Practice to Undergraduate Nursing Students</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">Zinsmeister, Louann, DNSc, MS, BSN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Messiah College</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor of Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">lzinsmei@messiah.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Carolyn Kreamer, PhD, RN</td></tr><tr><td colspan="2" class="item-abstract">Helping undergraduate nursing students appreciate the value and importance of nursing research for clinical practice has long challenged nurse educators.&nbsp; Research Roundtable, a collaborative partnership between an urban healthcare system and a baccalaureate nursing program, provided a unique opportunity to help undergraduate nursing students make meaningful connections between classroom concepts in nursing research and nursing practice problems. Since nursing students were learning unfamiliar research concepts and concurrently applying evidence-based protocols to solve a clinical problem or question, the traditional nursing research course content was sequenced to assist students to comprehend how evidence-based practice arises from traditional research. Over the three years of collaboration, the content and structure of the learning activities changed; however, the use of working teams of staff nurses, nursing students, advance practice nurse facilitators, and faculty consultants was consistent. Eventually, one-third of the undergraduate research course was devoted to this collaborative learning strategy, and students? course expectations and grading were adjusted to reduce student stress and encourage active participation in the collaborative projects. Students were required to maintain a reflective journal of their experiences and actively participate in all aspects of the collaborative projects including library searching, research critique, in-class presentations, poster presentations, and research conference presentations. The learning activities evolved from the actual planning and implementation of a research project to the exploration of clinical practice questions using evidence-based practice processes. Data from student course evaluations and other evaluations demonstrated that students more readily embraced the value of nursing research to practice, felt more empowered to use research findings in their own practice, and valued the opportunity to collaborate with practicing nurses on an actual clinical question or problem. A distinct advantage of this collaborative partnership was the synergy among the nurses? clinical practice expertise, the nursing students? information management skills, and faculty knowledge of research.</td></tr></table>en_GB
dc.date.available2011-10-26T12:12:06Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:12:06Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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