Barriers and Associated Strategies for Transitioning to EBP Focused Curricula

2.50
Hdl Handle:
http://hdl.handle.net/10755/153542
Type:
Presentation
Title:
Barriers and Associated Strategies for Transitioning to EBP Focused Curricula
Abstract:
Barriers and Associated Strategies for Transitioning to EBP Focused Curricula
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 21, 2004
Author:Fineout-Overholt, Ellen, PhD, RN
P.I. Institution Name:University of Rochester
Title:Associate Director, Center for Research & Evidence-based Practice
Whenever change is attempted, there are barriers to success. The first step in establishing a successful program for teaching EBP, be it large or small, is to take stock of the resources available that are or could be dedicated to EBP (Cooke & Grant, 2002). Understanding what resources are required, what is available and what difficulties may lie in the path of acquiring what is needed can help smooth the integration of EBP principles into research curricula. In this session, the presenter will identify barriers encountered in her experience with updating traditional research curricula by integrating EBP principles, including lack of administrative support, lack of vision by faculty for why EBP is important, and lack of EBP and computer skills by faculty. Strategies to overcome identified barriers also will be discussed, including writing a well-considered strategic plan, identifying resources for faculty to gain knowledge and skills in EBP, and how to make the most of a revision team's strengths. Educating faculty who are going to be revising traditional curricula is essential for success. Approaching them about EBP in a way that appeals to their emotions and enhances their beliefs about their ability to implement it will enhance the change process. Success will not be achieved unless those initiating the change recognize that there will be barriers and strategize to overcome them, before and during the change process.
Repository Posting Date:
26-Oct-2011
Date of Publication:
21-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleBarriers and Associated Strategies for Transitioning to EBP Focused Curriculaen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153542-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Barriers and Associated Strategies for Transitioning to EBP Focused Curricula</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">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 21, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Fineout-Overholt, Ellen, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Rochester</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Director, Center for Research &amp; Evidence-based Practice</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">efineout@frontiernet.net</td></tr><tr><td colspan="2" class="item-abstract">Whenever change is attempted, there are barriers to success. The first step in establishing a successful program for teaching EBP, be it large or small, is to take stock of the resources available that are or could be dedicated to EBP (Cooke &amp; Grant, 2002). Understanding what resources are required, what is available and what difficulties may lie in the path of acquiring what is needed can help smooth the integration of EBP principles into research curricula. In this session, the presenter will identify barriers encountered in her experience with updating traditional research curricula by integrating EBP principles, including lack of administrative support, lack of vision by faculty for why EBP is important, and lack of EBP and computer skills by faculty. Strategies to overcome identified barriers also will be discussed, including writing a well-considered strategic plan, identifying resources for faculty to gain knowledge and skills in EBP, and how to make the most of a revision team's strengths. Educating faculty who are going to be revising traditional curricula is essential for success. Approaching them about EBP in a way that appeals to their emotions and enhances their beliefs about their ability to implement it will enhance the change process. Success will not be achieved unless those initiating the change recognize that there will be barriers and strategize to overcome them, before and during the change process.</td></tr></table>en_GB
dc.date.available2011-10-26T12:20:37Z-
dc.date.issued2004-07-21en_GB
dc.date.accessioned2011-10-26T12:20:37Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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