Using Pedagogical Research to Evaluate the Effectiveness of Teaching Evidence-Based Practice

2.50
Hdl Handle:
http://hdl.handle.net/10755/155568
Type:
Presentation
Title:
Using Pedagogical Research to Evaluate the Effectiveness of Teaching Evidence-Based Practice
Abstract:
Using Pedagogical Research to Evaluate the Effectiveness of Teaching Evidence-Based Practice
Conference Sponsor:Sigma Theta Tau International
Conference Year:2006
Author:Jones, Janice M., RN, PhD, CNS
P.I. Institution Name:University at Buffalo
Title:Assistant Clinical Professor
Co-Authors:Kay M. Sackett, RN, EdD
Objective: The primary purpose of these projects was to engage baccalaureate nursing students in the evidence-based research process.   Design: A pedagogical research strategy was utilized to evaluate the process of using student-designed evidence-based projects as a mechanism for change in clinical practice.   Sample, Setting: A convenience sample of baccalaureate nursing students from a RN/BS and basic nursing program was used to design the projects. The effectiveness of the projects and their application to clinical practice was evaluated.   Outcome: First line nurse manager may develop and initiate evidence-based practices. Students were exposed to a evidence-based practice and research strategies and then identified a clinical problem. Research was completed using various databases and best practice guidelines. Students provided ?evidence? for a selected best practice based on the generally accepted format of from meta-analysis to general research articles. Findings from the projects were relayed back to the clinical agency.   Methods: Evaluation data was used to gauge satisfaction with the projects. A qualitative approach evaluated the impact of the students' evidence-based projects in the clinical environment.   Findings:. Students identified a clinical problem, researched the problem, and performed an analysis of their findings. Practicing nurse professionals utilized this data in the application of clinical problems. Students were able to take the skills in critical-thinking, evidence-based practice, informatics, case management, research, and publication skills they had learned back into the workplace. Conclusions: Students have come to realize that the basis for their nursing practice may take various forms. Nursing students can thus become agents of change and can follow this change through to fruition at a particular clinical agency. Implications: Nurses need to be able to make informed decisions about which research findings are most appropriate for their area of clinical interest and articulate evidence-based practices to other health care professionals.
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.titleUsing Pedagogical Research to Evaluate the Effectiveness of Teaching Evidence-Based Practiceen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155568-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Using Pedagogical Research to Evaluate the Effectiveness of Teaching Evidence-Based Practice</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">Jones, Janice M., RN, PhD, CNS</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University at Buffalo</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Clinical Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">jsylakow@buffalo.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Kay M. Sackett, RN, EdD</td></tr><tr><td colspan="2" class="item-abstract">Objective: The primary purpose of these projects was to engage baccalaureate nursing students in the evidence-based research process. &nbsp; Design: A pedagogical research strategy was utilized to evaluate the process of using student-designed evidence-based projects as a mechanism for change in clinical practice. &nbsp; Sample, Setting: A convenience sample of baccalaureate nursing students from a RN/BS and basic nursing program was used to design the projects. The effectiveness of the projects and their application to clinical practice was evaluated. &nbsp; Outcome: First line nurse manager may develop and initiate evidence-based practices. Students were exposed to a evidence-based practice and research strategies and then identified a clinical problem. Research was completed using various databases and best practice guidelines. Students provided ?evidence? for a selected best practice based on the generally accepted format of from meta-analysis to general research articles. Findings from the projects were relayed back to the clinical agency. &nbsp; Methods: Evaluation data was used to gauge satisfaction with the projects. A qualitative approach evaluated the impact of the students' evidence-based projects in the clinical environment. &nbsp; Findings:. Students identified a clinical problem, researched the problem, and performed an analysis of their findings. Practicing nurse professionals utilized this data in the application of clinical problems. Students were able to take the skills in critical-thinking, evidence-based practice, informatics, case management, research, and publication skills they had learned back into the workplace. Conclusions: Students have come to realize that the basis for their nursing practice may take various forms. Nursing students can thus become agents of change and can follow this change through to fruition at a particular clinical agency. Implications: Nurses need to be able to make informed decisions about which research findings are most appropriate for their area of clinical interest and articulate evidence-based practices to other health care professionals.</td></tr></table>en_GB
dc.date.available2011-10-26T13:57:50Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:57:50Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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