Use of the Innovation-Decision Process Teaching Strategy to Promote Evidence Based Practice in Baccalaureate Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/160021
Type:
Presentation
Title:
Use of the Innovation-Decision Process Teaching Strategy to Promote Evidence Based Practice in Baccalaureate Students
Abstract:
Use of the Innovation-Decision Process Teaching Strategy to Promote Evidence Based Practice in Baccalaureate Students
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2006
Author:Brown, Janet, PhD, RN
P.I. Institution Name:Valparaiso University
Title:Dean
Contact Address:College of Nursing, 836 LaPorte Ave, Valparaiso, IN, 46383, USA
Contact Telephone:219-464-5289
Co-Authors:Nola A. Schmidt, PhD, RN, Associate Professor
Evidence based practice merges clinician expertise, patient preferences, and critical evaluation of the literature (Melnyk, 2005, Youngblut & Brooten, 2001) to improve patient outcomes and reduce health care costs. For nursing faculty, the challenge is to develop the competencies required for evidence based practice in baccalaureate prepared nursing graduates. This challenge was met for a senior level introductory nursing research class by adopting an innovation-decision process teaching strategy (I-DPTS) based on the model of diffusion of innovation (Rogers, 2003). The faculty member contacted representatives at health care agencies in the community to solicit clinical problems. Representatives were asked to identify practice issues of interest that could be addressed by students. Students, randomly assigned to groups of about six, received one of the identified topics for their evidence based group projects. After conducting a search of the literature, students analyzed the evidence by summarizing study components in a grid format while determining the level of evidence for each study. They then determined best practice based on the evidence and developed a policy that could be implemented in the clinical setting. At the end of the course, the representatives were invited to attend oral and poster presentations, allowing students an opportunity to interact with representatives and to fine-tune their communication skills. One major advantage to the I-DPTS is that student work, rather than being simply an academic exercise, is applied to existing clinical needs in the community of interest. Additionally, leadership skills are fostered in students, who refined their roles as committee members. Each group selected a chair and at the completion of the project, evaluated peer contributions to the group outcome. Using the I-DPTS better prepares students to implement best practice as they embark on their professional careers.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleUse of the Innovation-Decision Process Teaching Strategy to Promote Evidence Based Practice in Baccalaureate Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160021-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Use of the Innovation-Decision Process Teaching Strategy to Promote Evidence Based Practice in Baccalaureate Students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</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">Brown, Janet, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Valparaiso University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Dean</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">College of Nursing, 836 LaPorte Ave, Valparaiso, IN, 46383, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">219-464-5289</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">Janet.brown@valpo.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Nola A. Schmidt, PhD, RN, Associate Professor</td></tr><tr><td colspan="2" class="item-abstract">Evidence based practice merges clinician expertise, patient preferences, and critical evaluation of the literature (Melnyk, 2005, Youngblut &amp; Brooten, 2001) to improve patient outcomes and reduce health care costs. For nursing faculty, the challenge is to develop the competencies required for evidence based practice in baccalaureate prepared nursing graduates. This challenge was met for a senior level introductory nursing research class by adopting an innovation-decision process teaching strategy (I-DPTS) based on the model of diffusion of innovation (Rogers, 2003). The faculty member contacted representatives at health care agencies in the community to solicit clinical problems. Representatives were asked to identify practice issues of interest that could be addressed by students. Students, randomly assigned to groups of about six, received one of the identified topics for their evidence based group projects. After conducting a search of the literature, students analyzed the evidence by summarizing study components in a grid format while determining the level of evidence for each study. They then determined best practice based on the evidence and developed a policy that could be implemented in the clinical setting. At the end of the course, the representatives were invited to attend oral and poster presentations, allowing students an opportunity to interact with representatives and to fine-tune their communication skills. One major advantage to the I-DPTS is that student work, rather than being simply an academic exercise, is applied to existing clinical needs in the community of interest. Additionally, leadership skills are fostered in students, who refined their roles as committee members. Each group selected a chair and at the completion of the project, evaluated peer contributions to the group outcome. Using the I-DPTS better prepares students to implement best practice as they embark on their professional careers.</td></tr></table>en_GB
dc.date.available2011-10-26T22:33:07Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:33:07Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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