Academic-Service Collaboration: A Model for Promoting Evidence-Based Practice while Furthering Academic Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/153914
Type:
Presentation
Title:
Academic-Service Collaboration: A Model for Promoting Evidence-Based Practice while Furthering Academic Education
Abstract:
Academic-Service Collaboration: A Model for Promoting Evidence-Based Practice while Furthering Academic Education
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Lewandowski, Linda A., PhD, RN
P.I. Institution Name:Wayne State University/Children's Hospital of Michigan
Title:Schotanus Associate Professor of Pediatric Nursing
Co-Authors:Rhonda Foster, EdD, RN
[Evidence-based Practice Session Presentation] Purpose:  Implementing EBP is of priority to practice settings seeking enhanced quality of care, increased nurse satisfaction and retention, and recognition such as Magnet status. Yet, many practice settings do not have the resources or expertise to implement research and EBP, and, students sometimes have difficulty getting access to clinical settings for their research. This presentation shares a model of academic and service collaboration that furthers both educational and evidence-based practice goals in the clinical practice setting. Methods: Doctoral students were required to do an EBP project in their quantitative methods course. Students attended a meeting as clinical nurses presented practice questions. Based on like interest, students worked in groups of 2-3 with groups of interested nurses to clarify their chosen problems.  The students conducted literature reviews, collected evidence, critiqued and synthesized available literature, had additional contacts with the nurses to clarify the issues, then presented their findings to the nurses and made practice recommendations. Students could choose to continue their collaboration in a directed study or as needed research hours to implement the practice change or to conduct a research project if not enough evidence was available. Results: Feedback from the students and nurses involved was positive. Benefits included: Doctoral students: Narrow research questions; find, synthesize, critique evidence, work with/present to staff, have a real world, meaningful experience. Joint presentations and two groups submitted their work for publication.  Nurses: Identify clinical problems, learn about evidence/research process, how to find and base practice on evidence, presented posters as co-investigators, co-authors. Patients: Enhanced, evidence-based, state-of-the-art care. Conclusion: This project has been repeated in several offerings of the course and allows "real world", meaningful student learning, clinical nurse professional development and enhancement of quality of care. This type of collaboration is mutually beneficial: enhancing EBP in clinical settings while advancing student learning.
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.titleAcademic-Service Collaboration: A Model for Promoting Evidence-Based Practice while Furthering Academic Educationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153914-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Academic-Service Collaboration: A Model for Promoting Evidence-Based Practice while Furthering Academic Education</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">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Lewandowski, Linda A., PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Wayne State University/Children's Hospital of Michigan</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Schotanus Associate Professor of Pediatric Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">llewandowski@wayne.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Rhonda Foster, EdD, RN</td></tr><tr><td colspan="2" class="item-abstract">[Evidence-based Practice Session Presentation] Purpose:&nbsp; Implementing EBP is of priority to practice settings seeking enhanced quality of care, increased nurse satisfaction and retention, and recognition such as Magnet status. Yet, many practice settings do not have the resources or expertise to implement research and EBP, and, students sometimes have difficulty getting access to clinical settings for their research. This presentation shares a model of academic and service collaboration that furthers both educational and evidence-based practice goals in the clinical practice setting. Methods: Doctoral students were required to do an EBP project in their quantitative methods course. Students attended a meeting as clinical nurses presented practice questions. Based on like interest, students worked in groups of 2-3 with groups of interested nurses to clarify their chosen problems.&nbsp; The students conducted literature reviews, collected evidence, critiqued and synthesized available literature, had additional contacts with the nurses to clarify the issues, then presented their findings to the nurses and made practice recommendations. Students could choose to continue their collaboration in a directed study or as needed research hours to implement the practice change or to conduct a research project if not enough evidence was available. Results: Feedback from the students and nurses involved was positive. Benefits included: Doctoral students: Narrow research questions; find, synthesize, critique evidence, work with/present to staff, have a real world, meaningful experience. Joint presentations and two groups submitted their work for publication. &nbsp;Nurses: Identify clinical problems, learn about evidence/research process, how to find and base practice on evidence, presented posters as co-investigators, co-authors. Patients: Enhanced, evidence-based, state-of-the-art care. Conclusion: This project has been repeated in several offerings of the course and allows &quot;real world&quot;, meaningful student learning, clinical nurse professional development and enhancement of quality of care. This type of collaboration is mutually beneficial: enhancing EBP in clinical settings while advancing student learning.</td></tr></table>en_GB
dc.date.available2011-10-26T12:36:28Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:36:28Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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