Integrating Evidence-Based Practice into a Baccalaureate Nursing Community Health Course

2.50
Hdl Handle:
http://hdl.handle.net/10755/307923
Category:
Abstract
Type:
Presentation
Title:
Integrating Evidence-Based Practice into a Baccalaureate Nursing Community Health Course
Author(s):
Montgomery, Michele; Johnson, Paige
Lead Author STTI Affiliation:
Epsilon Omega
Author Details:
Michele Montgomery, PhD, MPH, RN, mmontgomery1@ua.edu; Paige Johnson, MSN, RN
Abstract:

Poster presented on: Tuesday, November 19, 2013, Monday, November 18, 2013

Undergraduate nursing students often find the language and methods of research unfamiliar and unsettling and struggle to grasp how and why research informs professional nursing practice.  Although the baccalaureate nursing curriculum includes a research or evidence-based practice (EBP) course, most students still have difficulty understanding research and its applications to nursing practice based on the theory content alone.  In this era of evidence-based practice, it is essential that nurse educators find a way to incorporate EBP throughout the curriculum.   In order to ensure that graduates are competent in sourcing, critiquing, and applying research in all health care settings, educators must incorporate evidenced based practice into activities that engage the student in the process.  Due to increasing disease rates and limited funding, it is imperative that undergraduate nursing students understand the importance of utilizing research and implementing evidence-based interventions in order to improve the population’s health.  This presentation will focus on how faculty of the undergraduate Community Health course at one Southeastern University reinvented a community assessment assignment to strengthen students’ understanding of research theory and methodology.  Empowering the students to synthesize evidence-based data and develop appropriate community-based interventions has been an effective way of increasing students’ understanding of the research process and its application to nursing practice.
Keywords:
Evidence-Based Practice; Baccaluareate Nursing Students; Community Health
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 into a Baccalaureate Nursing Community Health Courseen_GB
dc.contributor.authorMontgomery, Micheleen_GB
dc.contributor.authorJohnson, Paigeen_GB
dc.contributor.departmentEpsilon Omegaen_GB
dc.author.detailsMichele Montgomery, PhD, MPH, RN, mmontgomery1@ua.edu; Paige Johnson, MSN, RNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/307923-
dc.description.abstract<p>Poster presented on: Tuesday, November 19, 2013, Monday, November 18, 2013</p>Undergraduate nursing students often find the language and methods of research unfamiliar and unsettling and struggle to grasp how and why research informs professional nursing practice.  Although the baccalaureate nursing curriculum includes a research or evidence-based practice (EBP) course, most students still have difficulty understanding research and its applications to nursing practice based on the theory content alone.  In this era of evidence-based practice, it is essential that nurse educators find a way to incorporate EBP throughout the curriculum.   In order to ensure that graduates are competent in sourcing, critiquing, and applying research in all health care settings, educators must incorporate evidenced based practice into activities that engage the student in the process.  Due to increasing disease rates and limited funding, it is imperative that undergraduate nursing students understand the importance of utilizing research and implementing evidence-based interventions in order to improve the population’s health.  This presentation will focus on how faculty of the undergraduate Community Health course at one Southeastern University reinvented a community assessment assignment to strengthen students’ understanding of research theory and methodology.  Empowering the students to synthesize evidence-based data and develop appropriate community-based interventions has been an effective way of increasing students’ understanding of the research process and its application to nursing practice.en_GB
dc.subjectEvidence-Based Practiceen_GB
dc.subjectBaccaluareate Nursing Studentsen_GB
dc.subjectCommunity Healthen_GB
dc.date.available2013-12-19T17:24:11Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:24:11Z-
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
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.