2.50
Hdl Handle:
http://hdl.handle.net/10755/243411
Category:
Full-text
Type:
Presentation
Title:
Supporting Excellence in Long-Term Care with Student EBP Projects
Author(s):
Beltz, Suzanne; DuBose, Loree
Lead Author STTI Affiliation:
Eta Omicron and Tau Epsilon (Region 6)
Author Details:
Beltz, Suzanne, PhD, RN, GCNS-BC, suzanne.beltz@tamucc.edu; DuBose, Loree, BSN, MSN, RN;
Abstract:
With any clinical experience, nursing students learning in the long-term care setting pose questions regarding specific practices by the health care provider(s).  This curiosity of comparing what they are learning in the classroom with what they see in the clinical setting can provide learning opportunities and opportunities for best-practice dissemination to care givers in long-term care. 

The Institute of Medicine identified employing evidence-based practice as a core competency for providing quality and safe patient care (Finkleman & Kenner, 2009).  This practice has more prongs than research alone; it includes client values and preferences; client history and assessment data; clinical expertise; and research (p. 107).  

Generally, beginning nursing students do not yet have the tools to identify clinical problems, review the literature, and critique research articles independently (Rolloff, 2010).  Clinical faculty are able to direct students through the process.  When teaching beginning students, mentoring them through the process of identifying best practice based on the research, faculty need to be fully engaged.  Students rely on the clinical faculty to help them identify actual clinical problems that can be addressed.  Students need assistance with navigating the literature, identifying literature that addresses the identified problem.  This presentation will discuss the objectives for the assignment, the identification of a clinical problem, literature review at a beginning level, and how students can develop an outcome presentation. 

In a South Texas baccalaureate nursing program, students in a Fundamentals of Nursing course have successfully demonstrated success with a group evidence-based project assignment.  Specific examples of topics, assignment directions, presentation of the findings, and facility outcomes will be presented.

Finkleman, S., & Kenner, C. (2009). Teaching IOM: Implications of the Institute of Medicine reports for nursing education.  Silver Springs, MD: American Nurses Association. 

Rolloff, M. (2010). A constructivist model for teaching evidence-based practice. Nursing Education Perspectives, 31, 290-293.

Keywords:
Teaching EBP; Long-term care; Education-Practice Collaboration
Repository Posting Date:
12-Sep-2012
Date of Publication:
12-Sep-2012 ; 12-Sep-2012
Conference Date:
2012
Conference Name:
23rd International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Brisbane, Australia

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleSupporting Excellence in Long-Term Care with Student EBP Projectsen
dc.contributor.authorBeltz, Suzanneen
dc.contributor.authorDuBose, Loreeen
dc.contributor.departmentEta Omicron and Tau Epsilon (Region 6)en
dc.author.detailsBeltz, Suzanne, PhD, RN, GCNS-BC, suzanne.beltz@tamucc.edu; DuBose, Loree, BSN, MSN, RN;en
dc.identifier.urihttp://hdl.handle.net/10755/243411-
dc.description.abstractWith any clinical experience, nursing students learning in the long-term care setting pose questions regarding specific practices by the health care provider(s).&nbsp; This curiosity of comparing what they are learning in the classroom with what they see in the clinical setting can provide learning opportunities and opportunities for best-practice dissemination to care givers in long-term care.&nbsp; <p>The Institute of Medicine identified employing evidence-based practice as a core competency for providing quality and safe patient care (Finkleman &amp; Kenner, 2009).&nbsp; This practice has more prongs than research alone; it includes client values and preferences; client history and assessment data; clinical expertise; and research (p. 107).&nbsp;&nbsp; <p align="left">Generally, beginning nursing students do not yet have the tools to identify clinical problems, review the literature, and critique research articles independently (Rolloff, 2010). &nbsp;Clinical faculty are able to direct students through the process.&nbsp; When teaching beginning students, mentoring them through the process of identifying best practice based on the research, faculty need to be fully engaged.&nbsp; Students rely on the clinical faculty to help them identify actual clinical problems that can be addressed. &nbsp;Students need assistance with navigating the literature, identifying literature that addresses the identified problem.&nbsp; This presentation will discuss the objectives for the assignment, the identification of a clinical problem, literature review at a beginning level, and how students can develop an outcome presentation.&nbsp; <p align="left">In a South Texas baccalaureate nursing program, students in a Fundamentals of Nursing course have successfully demonstrated success with a group evidence-based project assignment. &nbsp;Specific examples of topics, assignment directions, presentation of the findings, and facility outcomes will be presented. <p align="left">Finkleman, S., &amp; Kenner, C. (2009). Teaching IOM: Implications of the Institute of Medicine reports for nursing education.&nbsp; Silver Springs, MD: American Nurses Association.&nbsp; <p align="left">Rolloff, M. (2010). A constructivist model for teaching evidence-based practice. <i>Nursing Education Perspectives, 31,</i> 290-293.en
dc.subjectTeaching EBPen
dc.subjectLong-term careen
dc.subjectEducation-Practice Collaborationen
dc.date.available2012-09-12T09:21:53Z-
dc.date.issued2012-09-12-
dc.date.issued2012-09-12en
dc.date.accessioned2012-09-12T09:21:53Z-
dc.conference.date2012en
dc.conference.name23rd International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationBrisbane, Australiaen
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