2.50
Hdl Handle:
http://hdl.handle.net/10755/307948
Category:
Abstract
Type:
Presentation
Title:
The Journey to EBP
Author(s):
Bloom, Kathaleen C.; Bednarzyk, Michele S.
Lead Author STTI Affiliation:
Lambda Rho-at-Large
Author Details:
Kathaleen C. Bloom, PhD, CNM, kbloom@unf.edu; Michele S. Bednarzyk, DNP, FNP, BC
Abstract:

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

Evidence-based practice (EBP), crucial to all healthcare disciplines today, is an essential element in any nursing curriculum. It is critical that the foundation be laid early in the nursing curriculum, with the concepts and skills threaded throughout. This presentation will outline the EBP journey for graduate nursing students in one nursing program building on BSN EBP competencies and progressing through the masters to the DNP competencies.  The focus of the presentation is teaching-learning strategies for the development of EBP knowledge and skills necessary for nursing practice at any level.

At the baccalaureate level, students progress through a series of three nursing science courses that provide the foundation for graduate study related to EBP. Principles of EBP are threaded throughout all of their other nursing courses.

The master’s level builds on this foundation, with a research methods course that focuses on understanding of research designs. Integral to this course is the identification of important clinical questions for advanced practice nursing and the discovery, critical appraisal, and synthesis of  the evidence related to that question. EBP is the basis for all clinical courses.

At the DNP level, students examine more critically all components of EBP clinical decision-making, including understanding and critiquing the evidence, as well as incorporation of the knowledge and expertise of the clinician and the the wishes and desires of the patient and family in making those decisions. In a two-course sequence, students explore a clinical question and develop an evidence-based practice change protocol. This protocol is implemented and evaluated as their DNP Capstone Project.

Keywords:
Evidence-based practice; Educatio; Teaching-learning strategies
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.titleThe Journey to EBPen_GB
dc.contributor.authorBloom, Kathaleen C.en_GB
dc.contributor.authorBednarzyk, Michele S.en_GB
dc.contributor.departmentLambda Rho-at-Largeen_GB
dc.author.detailsKathaleen C. Bloom, PhD, CNM, kbloom@unf.edu; Michele S. Bednarzyk, DNP, FNP, BCen_GB
dc.identifier.urihttp://hdl.handle.net/10755/307948-
dc.description.abstract<p>Poster presented on: Tuesday, November 19, 2013, Monday, November 18, 2013</p>Evidence-based practice (EBP), crucial to all healthcare disciplines today, is an essential element in any nursing curriculum. It is critical that the foundation be laid early in the nursing curriculum, with the concepts and skills threaded throughout. This presentation will outline the EBP journey for graduate nursing students in one nursing program building on BSN EBP competencies and progressing through the masters to the DNP competencies.  The focus of the presentation is teaching-learning strategies for the development of EBP knowledge and skills necessary for nursing practice at any level. <p>At the baccalaureate level, students progress through a series of three nursing science courses that provide the foundation for graduate study related to EBP. Principles of EBP are threaded throughout all of their other nursing courses. <p>The master’s level builds on this foundation, with a research methods course that focuses on understanding of research designs. Integral to this course is the identification of important clinical questions for advanced practice nursing and the discovery, critical appraisal, and synthesis of  the evidence related to that question. EBP is the basis for all clinical courses. <p>At the DNP level, students examine more critically all components of EBP clinical decision-making, including understanding and critiquing the evidence, as well as incorporation of the knowledge and expertise of the clinician and the the wishes and desires of the patient and family in making those decisions. In a two-course sequence, students explore a clinical question and develop an evidence-based practice change protocol. This protocol is implemented and evaluated as their DNP Capstone Project.en_GB
dc.subjectEvidence-based practiceen_GB
dc.subjectEducatioen_GB
dc.subjectTeaching-learning strategiesen_GB
dc.date.available2013-12-19T17:24:31Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:24:31Z-
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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