2.50
Hdl Handle:
http://hdl.handle.net/10755/203245
Type:
Presentation
Title:
Using Evidence to Develop Evidence-Based Practice and Research Education
Abstract:
(Summer Institute) Problem: Many nurses completed their education prior to learning the EBP process; additionally, there is evidence that nurses lack skills to effectively review research studies (Pravikoff, Tanner, & Pierce, 2005). Will educational offerings increase staff nurse participation in research and evidence-based practice projects? Evidence: Our organization participated in the “Measuring Evidence-Based Practice Readiness” multi-site trial, with Dr. Kathleen Stevens, Primary Investigator. Based on responses of 219 (42.1%) nurses, the following knowledge deficits were identified: performance on the EBP knowledge test was 47.52% (SD 15.14). Confidence to effectively perform skills needed for EBP was 2.93 (SD 1.17), on a 6-point scale. Strategy: Design an educational approach to address the specific areas of concern identified in the study (lack of ability to critically appraise original research and/or systematic reviews, to search for primary research, and to determine the strength of evidence). Practice Change: An introduction to EBP was initiated by a Research Symposium featuring Dr. Ellen Fineout-Overholt. Step into the Evidence, a workshop that emphasizes critiques, search strategies, writing PICO questions, was offered several times. Additional sessions featured meta-analysis and differentiation of QI, EBP and research. The Summer Research Institute (24 CEUs) provides in-depth overview of the research process. Research study critiques in journal clubs are facilitated by the research consultant. Posters of the ACE Star Model are posted on clinical units. Evaluation: To date, staff nurses have completed four research studies/ EBP projects and there are several more projects in process. Evaluations of the EBP offerings indicate increased confidence in writing PICO questions, critique and search abilities. Results: Enhancing a culture of inquiry and research is an ongoing process. Recommendations: A supportive administration, an outstanding library, a dynamic Research Council, and the Professional Nurse Contribution Ladder (PNCL), which includes a research requirement, are essential to the education process. Lessons Learned: Offerings that have been jointly sponsored by STTI and local universities have been particularly well attended. Bibliography: Pravikoff, D., Tanner, A., & Pierce, S. (2005). Readiness of U.S. nurses for Evidence-Based Practice. AJN, 105(9), 40-51. Stevens, K. R. (2004). ACE Star Model of EBP: The Cycle of Knowledge Transformation. Available: http://www.acestar.uthscsa.edu. Titler, M., Kleiber, C., Steelman, V., Rakel, B., Budreau, G., Everett, L., Buckwalter, K., Tripp-Reimer, T., & Goode, D. (2001). The Iowa Model of Evidence-Based Practice to promote quality care. Critical Care Clinics of North America, 13(4), 497-509. [© Academic Center for Evidence-Based Practice, 2011. http://www.acestar.uthscsa.edu]
Keywords:
Evidence; Research
Repository Posting Date:
16-Jan-2012
Date of Publication:
3-Jan-2012
Sponsors:
UTHSCSA Summer Institute

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleUsing Evidence to Develop Evidence-Based Practice and Research Educationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/203245-
dc.description.abstract(Summer Institute) Problem: Many nurses completed their education prior to learning the EBP process; additionally, there is evidence that nurses lack skills to effectively review research studies (Pravikoff, Tanner, & Pierce, 2005). Will educational offerings increase staff nurse participation in research and evidence-based practice projects? Evidence: Our organization participated in the “Measuring Evidence-Based Practice Readiness” multi-site trial, with Dr. Kathleen Stevens, Primary Investigator. Based on responses of 219 (42.1%) nurses, the following knowledge deficits were identified: performance on the EBP knowledge test was 47.52% (SD 15.14). Confidence to effectively perform skills needed for EBP was 2.93 (SD 1.17), on a 6-point scale. Strategy: Design an educational approach to address the specific areas of concern identified in the study (lack of ability to critically appraise original research and/or systematic reviews, to search for primary research, and to determine the strength of evidence). Practice Change: An introduction to EBP was initiated by a Research Symposium featuring Dr. Ellen Fineout-Overholt. Step into the Evidence, a workshop that emphasizes critiques, search strategies, writing PICO questions, was offered several times. Additional sessions featured meta-analysis and differentiation of QI, EBP and research. The Summer Research Institute (24 CEUs) provides in-depth overview of the research process. Research study critiques in journal clubs are facilitated by the research consultant. Posters of the ACE Star Model are posted on clinical units. Evaluation: To date, staff nurses have completed four research studies/ EBP projects and there are several more projects in process. Evaluations of the EBP offerings indicate increased confidence in writing PICO questions, critique and search abilities. Results: Enhancing a culture of inquiry and research is an ongoing process. Recommendations: A supportive administration, an outstanding library, a dynamic Research Council, and the Professional Nurse Contribution Ladder (PNCL), which includes a research requirement, are essential to the education process. Lessons Learned: Offerings that have been jointly sponsored by STTI and local universities have been particularly well attended. Bibliography: Pravikoff, D., Tanner, A., & Pierce, S. (2005). Readiness of U.S. nurses for Evidence-Based Practice. AJN, 105(9), 40-51. Stevens, K. R. (2004). ACE Star Model of EBP: The Cycle of Knowledge Transformation. Available: http://www.acestar.uthscsa.edu. Titler, M., Kleiber, C., Steelman, V., Rakel, B., Budreau, G., Everett, L., Buckwalter, K., Tripp-Reimer, T., & Goode, D. (2001). The Iowa Model of Evidence-Based Practice to promote quality care. Critical Care Clinics of North America, 13(4), 497-509. [© Academic Center for Evidence-Based Practice, 2011. http://www.acestar.uthscsa.edu]en_GB
dc.subjectEvidenceen_GB
dc.subjectResearchen_GB
dc.date.available2012-01-16T11:05:34Z-
dc.date.issued2012-01-03en_GB
dc.date.accessioned2012-01-16T11:05:34Z-
dc.description.sponsorshipUTHSCSA Summer Instituteen_GB
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