Building Evidence-Based Practice (EBP) Capacity Through Partnership with an Academic Institution

2.50
Hdl Handle:
http://hdl.handle.net/10755/162166
Category:
Abstract
Type:
Presentation
Title:
Building Evidence-Based Practice (EBP) Capacity Through Partnership with an Academic Institution
Author(s):
Boulay Bolduc, Madeleine; Ritchie, J.; Purden, M.
Author Details:
Madeleine Boulay Bolduc, RN, MN, Associate Director of Nursing, McGill University Health Centre, Montreal, Quebec, Canada, email: madeleine.boulaybolduc@muhc.mcgill.ca; J. Ritchie; M. Purden
Abstract:
Building relationships and partnerships between the academic and clinical settings has been identified as an effective facilitator to achieving EBP (Melnyk & Fineout-Overholt, 2005; Newhouse et al., (2007); Olade, 2004). Four years ago, changes in the organizational contexts provided an opportunity to redefine a unique 40-year partnership between McGill University and the McGill University Health Centre (MUHC). We jointly designed a new approach to supporting the development of graduate students' competencies in research while strengthening organizational capacity for EBP and evaluation of practice changes. As part of their curriculum, the graduate students are expected to carry out a research project. We established a call for project process at the MUHC to solicit clinicians to be project advisors for research topics that address their burning issues. The graduate students choose a project among those submitted. After three years, we see signs of increased research utilization capacity. This is demonstrated by projects advisors' accounts of what they have learned, a decreased need for direct support in student supervision, increased number of project submissions and new project advisors, increased scholarly achievements and impact on clinical practice.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2009
Conference Name:
CASN Nursing Research Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Moncton, New Brunswick, Canada
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleBuilding Evidence-Based Practice (EBP) Capacity Through Partnership with an Academic Institutionen_GB
dc.contributor.authorBoulay Bolduc, Madeleineen_US
dc.contributor.authorRitchie, J.en_US
dc.contributor.authorPurden, M.en_US
dc.author.detailsMadeleine Boulay Bolduc, RN, MN, Associate Director of Nursing, McGill University Health Centre, Montreal, Quebec, Canada, email: madeleine.boulaybolduc@muhc.mcgill.ca; J. Ritchie; M. Purdenen_US
dc.identifier.urihttp://hdl.handle.net/10755/162166-
dc.description.abstractBuilding relationships and partnerships between the academic and clinical settings has been identified as an effective facilitator to achieving EBP (Melnyk & Fineout-Overholt, 2005; Newhouse et al., (2007); Olade, 2004). Four years ago, changes in the organizational contexts provided an opportunity to redefine a unique 40-year partnership between McGill University and the McGill University Health Centre (MUHC). We jointly designed a new approach to supporting the development of graduate students' competencies in research while strengthening organizational capacity for EBP and evaluation of practice changes. As part of their curriculum, the graduate students are expected to carry out a research project. We established a call for project process at the MUHC to solicit clinicians to be project advisors for research topics that address their burning issues. The graduate students choose a project among those submitted. After three years, we see signs of increased research utilization capacity. This is demonstrated by projects advisors' accounts of what they have learned, a decreased need for direct support in student supervision, increased number of project submissions and new project advisors, increased scholarly achievements and impact on clinical practice.en_GB
dc.date.available2011-10-27T09:58:06Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:58:06Z-
dc.conference.date2009-
dc.conference.nameCASN Nursing Research Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationMoncton, New Brunswick, Canadaen_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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