Integrating Evidence-based Practice Throughout the Academic Curriculum:

2.50
Hdl Handle:
http://hdl.handle.net/10755/307860
Category:
Abstract
Type:
Presentation
Title:
Integrating Evidence-based Practice Throughout the Academic Curriculum:
Author(s):
Gallagher-Ford, Lynn
Author Details:
Lynn Gallagher-Ford PhD, RN, NE-BC gallagher-ford.1@osu.edu
Abstract:

Session presented on: Tuesday, November 19, 2013

Evidence-based practice (EBP) as the standard of professional nursing is reflected in STTI’s policy statement including (2008); “…the responsibility of nurses to deliver care based on evidence…” For this standard to be actualized, EBP must be taught to students as the decision making process that underpins best practice, a foundational concept. This requires that EBP be taught across the curriculum, similar to other foundational concepts such as “caring” and “patient-centered care”. Foundational concepts do not reside in a single course, they are so fundamental to becoming a professional clinician; they are introduced and reinforced in every course. Currently EBP is being introduced into clinical curriculums across the globe and many academic institutions believe they are effectively “teaching EBP” by offering a single EBP course. A single EBP course may teach students the steps of the EBP process, but does not teach them EBP as a foundation of their practice. How will we shift thinking from beginning to teach EBP at all, to teaching it in a comprehensive way? This symposium provides insights from an EBP curriculum journey destined to imbed EBP across the curriculum and teach EBP as a foundational concept. In session one, the key role of leadership in promoting the full integration of EBP as a foundational concept across the curriculum will be presented will be discussed. In addition, a Faculty EBP immersion designed to provide faculty with an introduction to EBP will be presented. The second session focuses on providing ongoing education, support, guidance and mentoring of academic faculty learning EBP. The critical importance of an expert EBP team will be discussed. The final session will provide exemplars of integration of EBP into varied curricula and projects. Innovative ways that faculty has applied EBP knowledge and integrated EBP will be presented.
Keywords:
curriculum; foundational; evidence-based practice
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
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.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleIntegrating Evidence-based Practice Throughout the Academic Curriculum:en_GB
dc.contributor.authorGallagher-Ford, Lynnen_GB
dc.author.detailsLynn Gallagher-Ford PhD, RN, NE-BC gallagher-ford.1@osu.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/307860-
dc.description.abstract<p>Session presented on: Tuesday, November 19, 2013</p>Evidence-based practice (EBP) as the standard of professional nursing is reflected in STTI’s policy statement including (2008); “…the responsibility of nurses to deliver care based on evidence…” For this standard to be actualized, EBP must be taught to students as the decision making process that underpins best practice, a foundational concept. This requires that EBP be taught across the curriculum, similar to other foundational concepts such as “caring” and “patient-centered care”. Foundational concepts do not reside in a single course, they are so fundamental to becoming a professional clinician; they are introduced and reinforced in every course. Currently EBP is being introduced into clinical curriculums across the globe and many academic institutions believe they are effectively “teaching EBP” by offering a single EBP course. A single EBP course may teach students the steps of the EBP process, but does not teach them EBP as a foundation of their practice. How will we shift thinking from beginning to teach EBP at all, to teaching it in a comprehensive way? This symposium provides insights from an EBP curriculum journey destined to imbed EBP across the curriculum and teach EBP as a foundational concept. In session one, the key role of leadership in promoting the full integration of EBP as a foundational concept across the curriculum will be presented will be discussed. In addition, a Faculty EBP immersion designed to provide faculty with an introduction to EBP will be presented. The second session focuses on providing ongoing education, support, guidance and mentoring of academic faculty learning EBP. The critical importance of an expert EBP team will be discussed. The final session will provide exemplars of integration of EBP into varied curricula and projects. Innovative ways that faculty has applied EBP knowledge and integrated EBP will be presented.en_GB
dc.subjectcurriculumen_GB
dc.subjectfoundationalen_GB
dc.subjectevidence-based practiceen_GB
dc.date.available2013-12-19T17:38:45Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:38:45Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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.en_GB
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