The Effect of Changing the Focus of a Traditional Research Course to Critical Appraisal: Does it Make a Difference?

2.50
Hdl Handle:
http://hdl.handle.net/10755/155060
Type:
Presentation
Title:
The Effect of Changing the Focus of a Traditional Research Course to Critical Appraisal: Does it Make a Difference?
Abstract:
The Effect of Changing the Focus of a Traditional Research Course to Critical Appraisal: Does it Make a Difference?
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Stillwell, Susan B., DNP, RN, CNE
P.I. Institution Name:Arizona State University
Title:Clinical Associate Professor
21st INRC [Research Presentation] Purpose: The purpose of this quasi-experimental study was to determine if a change in a traditional research course with emphasis on research generation to a critical appraisal course with emphasis on creating evidence users made a difference in nursing students' beliefs and implementation of Evidence-Based concepts and principles in their nursing practice. Methods: A quasi-experimental design was used to compare scores measuring Evidence-Based practice (EBP) beliefs and implementation of EBP concepts and principles in baccalaureate nursing students enrolled in the traditional research and critical appraisal research courses. The focus of the "traditional" research course primarily was on the research process and the outcome was the development of a research proposal.  An alternative course was designed that included course objectives and learning activities specifically addressing critical appraisal of research studies and concepts and principles of the Evidence-Based practice process. The EBP Beliefs and Implementation Scores were obtained prior to taking the research course or critical appraisal course and at completion of the program (one year after completing the course). Results: Belief scores were high in both student groups at baseline and at completion of the program. However, the EBP Implementation mean score more than doubled in students who completed the critical appraisal course. Conclusion: This study demonstrated that a critical appraisal course may provide a meaningful curricular change that assists students to actively implement concepts and principles of EBP in their practice.
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.titleThe Effect of Changing the Focus of a Traditional Research Course to Critical Appraisal: Does it Make a Difference?en_GB
dc.identifier.urihttp://hdl.handle.net/10755/155060-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Effect of Changing the Focus of a Traditional Research Course to Critical Appraisal: Does it Make a Difference?</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">Stillwell, Susan B., DNP, RN, CNE</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Arizona State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Clinical Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">sstillwell@asu.edu</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Research Presentation] Purpose: The purpose of this quasi-experimental study was to determine if a change in a traditional research course with emphasis on research generation to a critical appraisal course with emphasis on creating evidence users made a difference in nursing students' beliefs and implementation of Evidence-Based concepts and principles in their nursing practice. Methods: A quasi-experimental design was used to compare scores measuring Evidence-Based practice (EBP) beliefs and implementation of EBP concepts and principles in baccalaureate nursing students enrolled in the traditional research and critical appraisal research courses. The focus of the &quot;traditional&quot; research course primarily was on the research process and the outcome was the development of a research proposal.&nbsp; An alternative course was designed that included course objectives and learning activities specifically addressing critical appraisal of research studies and concepts and principles of the Evidence-Based practice process. The EBP Beliefs and Implementation Scores were obtained prior to taking the research course or critical appraisal course and at completion of the program (one year after completing the course). Results: Belief scores were high in both student groups at baseline and at completion of the program. However, the EBP Implementation mean score more than doubled in students who completed the critical appraisal course. Conclusion: This study demonstrated that a critical appraisal course may provide a meaningful curricular change that assists students to actively implement concepts and principles of EBP in their practice.</td></tr></table>en_GB
dc.date.available2011-10-26T13:30:15Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:30:15Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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