2.50
Hdl Handle:
http://hdl.handle.net/10755/164087
Category:
Abstract
Type:
Presentation
Title:
Measuring Evidence-based Competencies in a Clinical Nurse Specialist Program
Author(s):
Heye, Mary; Berndt, Andrea; Lehman, Cheryl A.; Stevens, Kathleen R.
Author Details:
Mary Heye, PhD, RN, ACNS-BC, RN-C, The University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA, email: heye@uthscsa.edu; Andrea Berndt, PhD; Cheryl A. Lehman, PhD, RN, CRRN, CNS; Kathleen R. Stevens, RN, BS, MS, EdD, ANEF, FAAN
Abstract:
PURPOSE/OBJECTIVES: The purpose of this session is to discuss: 1) available instruments used to assess evidence-based practice (EBP) competencies, 2) the use of the ACE Evidence-Based Practice Readiness Inventory (ACE-ERI) to assess CNS students' perceptions of EBP competencies, and 3) didactic EBP curricula changes in a CNS program. SIGNIFICANCE: Contemporary healthcare calls for Clinical Nurse Specialists (CNS) who are able to critique existing practices, discriminate between alternative and conflicting information and support the nursing staff to make evidence-based changes to improve patient outcomes. Core evidence-based (EBP) competencies developed during the CNS gradate program are critical skills to facilitate quality improvement in nursing practice. BACKGROUND/RATIONALE: In an effort to measure outcomes of changes made in a CNS curriculum related to EBP skills, the faculty reviewed several EBP competency instruments available for health care professionals and found that these instruments did not reflect specific CNS EBP competencies. The ACE-ERI was chosen based on 1) sound instrument reliability and validity data and 2) measurement of nursing EBP competencies at the undergraduate and Master's levels. The ACE-ERI was administered across time to students in a CNS program and changes in perceptions were evaluated based on changes to the curriculum that emphasized EBP competencies. DESCRIPTION: Essential Competencies for Evidence-Based Practice in Nursing (Stevens, 2005), a national consensus on nursing competencies for EBP guided curricular changes that emphasized CNS and Masters' level EBP skills. The ACE-ERI was administered to CNS students in the Critical Care and Medical-Surgical CNS majors at three points to assess perceptions in EBP competencies related to primary research, evidence summary, translation, integration, and evaluation. OUTCOME: Cohort 1 showed large and small changes in the individual ACE-ERI scores over time and cohort 2 data is being analyzed. INTERPRETATION/CONCLUSION: The preliminary results show a trend of increasing confidence in EBP competency over time that support changes in the CNS curriculum. IMPLICATIONS FOR CNS BASIC AND CONTINUING EDUCATION: As educators develop innovative teaching strategies to facilitate transfer of EBP competencies to EBP clinical initiatives valid instruments are needed to evaluate the outcomes of curricular changes and to document competencies of CNS students. Implications for educational research based "essential" EBP competencies (Stevens, 2005) and the new National Association of Clinical Nurse Specialist Core Competencies (Baldwin et al., 2009) will be discussed.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2010
Conference Name:
CNS as Interal Consultant: Influencing Local to Global Systems
Conference Host:
NACNS - National Association of Clinical Nurse Specialists
Conference Location:
Portland, Oregon, USA
Description:
Conference theme: CNS as Internal Consultant: Influencing Local to Global Systems, held March 3 - 6, Portland, Oregon, USA
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.titleMeasuring Evidence-based Competencies in a Clinical Nurse Specialist Programen_GB
dc.contributor.authorHeye, Maryen_US
dc.contributor.authorBerndt, Andreaen_US
dc.contributor.authorLehman, Cheryl A.en_US
dc.contributor.authorStevens, Kathleen R.en_US
dc.author.detailsMary Heye, PhD, RN, ACNS-BC, RN-C, The University of Texas Health Science Center at San Antonio, San Antonio, Texas, USA, email: heye@uthscsa.edu; Andrea Berndt, PhD; Cheryl A. Lehman, PhD, RN, CRRN, CNS; Kathleen R. Stevens, RN, BS, MS, EdD, ANEF, FAANen_US
dc.identifier.urihttp://hdl.handle.net/10755/164087-
dc.description.abstractPURPOSE/OBJECTIVES: The purpose of this session is to discuss: 1) available instruments used to assess evidence-based practice (EBP) competencies, 2) the use of the ACE Evidence-Based Practice Readiness Inventory (ACE-ERI) to assess CNS students' perceptions of EBP competencies, and 3) didactic EBP curricula changes in a CNS program. SIGNIFICANCE: Contemporary healthcare calls for Clinical Nurse Specialists (CNS) who are able to critique existing practices, discriminate between alternative and conflicting information and support the nursing staff to make evidence-based changes to improve patient outcomes. Core evidence-based (EBP) competencies developed during the CNS gradate program are critical skills to facilitate quality improvement in nursing practice. BACKGROUND/RATIONALE: In an effort to measure outcomes of changes made in a CNS curriculum related to EBP skills, the faculty reviewed several EBP competency instruments available for health care professionals and found that these instruments did not reflect specific CNS EBP competencies. The ACE-ERI was chosen based on 1) sound instrument reliability and validity data and 2) measurement of nursing EBP competencies at the undergraduate and Master's levels. The ACE-ERI was administered across time to students in a CNS program and changes in perceptions were evaluated based on changes to the curriculum that emphasized EBP competencies. DESCRIPTION: Essential Competencies for Evidence-Based Practice in Nursing (Stevens, 2005), a national consensus on nursing competencies for EBP guided curricular changes that emphasized CNS and Masters' level EBP skills. The ACE-ERI was administered to CNS students in the Critical Care and Medical-Surgical CNS majors at three points to assess perceptions in EBP competencies related to primary research, evidence summary, translation, integration, and evaluation. OUTCOME: Cohort 1 showed large and small changes in the individual ACE-ERI scores over time and cohort 2 data is being analyzed. INTERPRETATION/CONCLUSION: The preliminary results show a trend of increasing confidence in EBP competency over time that support changes in the CNS curriculum. IMPLICATIONS FOR CNS BASIC AND CONTINUING EDUCATION: As educators develop innovative teaching strategies to facilitate transfer of EBP competencies to EBP clinical initiatives valid instruments are needed to evaluate the outcomes of curricular changes and to document competencies of CNS students. Implications for educational research based "essential" EBP competencies (Stevens, 2005) and the new National Association of Clinical Nurse Specialist Core Competencies (Baldwin et al., 2009) will be discussed.en_GB
dc.date.available2011-10-27T11:41:47Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T11:41:47Z-
dc.conference.date2010en_US
dc.conference.nameCNS as Interal Consultant: Influencing Local to Global Systemsen_US
dc.conference.hostNACNS - National Association of Clinical Nurse Specialistsen_US
dc.conference.locationPortland, Oregon, USAen_US
dc.descriptionConference theme: CNS as Internal Consultant: Influencing Local to Global Systems, held March 3 - 6, Portland, Oregon, USAen_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.en_US
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