Evaluating the Impact of EBP Integration Across a BSN Curriculum

2.50
Hdl Handle:
http://hdl.handle.net/10755/202121
Type:
Presentation
Title:
Evaluating the Impact of EBP Integration Across a BSN Curriculum
Abstract:
(41st Biennial Convention) Nurse educators are being asked to prepare graduates who base their practice on evidence (theory and research, evaluating nursing outcomes, and participating in and utilizing research) and who can participate in shaping the health care delivery system (AACN, 1998).  Nursing students, whose attitudes toward research are reported to be largely negative, are asking nurse educators to enhance the clinical relevance of the research course (Callister et al., 2005).  Very little research has been done to demonstrate that integration of EBP has been effective in changing student behavior and attitudes, particularly after graduation.  A faculty initiated EBP Community of Practice in a major university created a vision to transform nursing students' educational experiences by leveling EBP concepts and principles across their baccalaureate nursing curricula. This presentation will provide an overview of the quasi-experimental study that was launched to determine if formally integrating EBP throughout the junior and senior level nursing curriculum would influence nursing student EBP beliefs and implementation practices during their course work and after graduation. • The learner will be able to describe the overall purpose of the study. • The learner will be able to discuss dimensions of the affective and cognitive domains of learning addressed in the study.
Keywords:
research; evidence-based practice; curricula
Repository Posting Date:
11-Jan-2012
Date of Publication:
4-Jan-2012
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEvaluating the Impact of EBP Integration Across a BSN Curriculumen_GB
dc.identifier.urihttp://hdl.handle.net/10755/202121-
dc.description.abstract(41st Biennial Convention) Nurse educators are being asked to prepare graduates who base their practice on evidence (theory and research, evaluating nursing outcomes, and participating in and utilizing research) and who can participate in shaping the health care delivery system (AACN, 1998).  Nursing students, whose attitudes toward research are reported to be largely negative, are asking nurse educators to enhance the clinical relevance of the research course (Callister et al., 2005).  Very little research has been done to demonstrate that integration of EBP has been effective in changing student behavior and attitudes, particularly after graduation.  A faculty initiated EBP Community of Practice in a major university created a vision to transform nursing students' educational experiences by leveling EBP concepts and principles across their baccalaureate nursing curricula. This presentation will provide an overview of the quasi-experimental study that was launched to determine if formally integrating EBP throughout the junior and senior level nursing curriculum would influence nursing student EBP beliefs and implementation practices during their course work and after graduation. • The learner will be able to describe the overall purpose of the study. • The learner will be able to discuss dimensions of the affective and cognitive domains of learning addressed in the study.en_GB
dc.subjectresearchen_GB
dc.subjectevidence-based practiceen_GB
dc.subjectcurriculaen_GB
dc.date.available2012-01-11T11:11:09Z-
dc.date.issued2012-01-04en_GB
dc.date.accessioned2012-01-11T11:11:09Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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