Integrating BSN Students' Clinical & Theory Assignments to Enhance Evidence-Based Practice

2.50
Hdl Handle:
http://hdl.handle.net/10755/156385
Type:
Presentation
Title:
Integrating BSN Students' Clinical & Theory Assignments to Enhance Evidence-Based Practice
Abstract:
Integrating BSN Students' Clinical & Theory Assignments to Enhance Evidence-Based Practice
Conference Sponsor:Sigma Theta Tau International
Conference Year:2006
Author:Andal, Elizabeth, ARNP, PhD, FAAN
P.I. Institution Name:California State University
Title:Professor
Integrating BSN Students' Clinical & Theory Assignments to Enhance Evidence-based Practice The imperative to utilize evidence-based practice brings a special mandate for many of us who teach undergraduate students to facilitate learning and utilization of evidence-based nursing concepts.  Learning is reinforced when concepts are taught in theory and applied during clinical experience.  By developing student assignments for both theory and clinical components of the psychiatric mental health nursing course, the author attempted to provide concept learning and reinforcement through application.  The utilization of assignments for both theory and clinical classes allowed students to learn evidence-based practice.   The students? full appreciation of the evidence-based process was limited by time limitations for the course.  Future study is necessary to continue student assignments refinement on an ongoing basis.
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.titleIntegrating BSN Students' Clinical & Theory Assignments to Enhance Evidence-Based Practiceen_GB
dc.identifier.urihttp://hdl.handle.net/10755/156385-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Integrating BSN Students' Clinical &amp; Theory Assignments to Enhance 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">Andal, Elizabeth, ARNP, PhD, FAAN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">California State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">eandal@csub.edu</td></tr><tr><td colspan="2" class="item-abstract">Integrating BSN Students' Clinical &amp; Theory Assignments to&nbsp;Enhance Evidence-based Practice The imperative to utilize evidence-based practice brings a special mandate for many of us who teach undergraduate students to facilitate learning and utilization of evidence-based nursing concepts.&nbsp; Learning is reinforced when concepts are taught in theory and applied during clinical experience.&nbsp; By developing student assignments for both theory and clinical components of the psychiatric mental health nursing course, the author attempted to provide concept learning and reinforcement through application.&nbsp; The utilization of assignments for both theory and clinical classes allowed students to learn evidence-based practice.&nbsp;&nbsp; The students? full appreciation of the evidence-based process was limited by time limitations for the course.&nbsp; Future study is necessary to continue student assignments refinement on an ongoing basis.</td></tr></table>en_GB
dc.date.available2011-10-26T14:43:51Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T14:43:51Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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