Evidence Into Action: Capstone Innovation and Mentorship Take the Next Step

2.50
Hdl Handle:
http://hdl.handle.net/10755/308579
Category:
Abstract
Type:
Presentation
Title:
Evidence Into Action: Capstone Innovation and Mentorship Take the Next Step
Author(s):
Moore, Ellen M.; Wegner, Gail
Lead Author STTI Affiliation:
Mu Omega
Author Details:
Ellen M. Moore, DNP, emoore@purduecal.edu; Gail Wegner, DNP
Abstract:

Session presented on: Tuesday, November 19, 2013

This presentation describes a baccalaureate Capstone course innovation that moves away from the traditional preceptor model to a student-centered approach that supports self-directed, reflective, and collaborative decision making for EBP implementation.  Under the guidance of an EBP faculty mentor and agency project director/liaison, students identify a question of inquiry, design an EBP project or proposal to address quality/performance improvement, appraise the evidence, and develop an implementation and evaluation plan.

From benchmarking and attention to initiatives directed towards the future of nursing education, Capstone incorporated five key points: emphasize student-centered learning, self-reflection, and critical thinking; encourage teamwork, collaboration, and improvement in quality and safety; question real-world problem of practice; search and appraise the evidence; and, most importantly, engage students through mentorship.

Faculty mentors have collaborated on 105 EBP projects with on-campus students, and over 200 EBP proposals with online RN-BS students throughout the US. The response to the innovation has been overwhelmingly positive and new partners have submitted projects for collaboration. At a recent NLNAC accreditation visit, reviewers cited the Capstone course as a curriculum strength.

Leading and managing change to move EBP into action is a challenging, but rewarding endeavor. The challenges that spurred course faculty often became logistical hurdles and each new encounter presented new “ah-ah” moments that emphasized the vital role of mentors as positive forces.  The next step: identifying barriers and facilitators to EBP implementation and moving towards innovative ways for sustainability.

Keywords:  Capstone, EBP, innovation, mentorship

 

Keywords:
Innovation; Mentorship; Capstone
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

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleEvidence Into Action: Capstone Innovation and Mentorship Take the Next Stepen_GB
dc.contributor.authorMoore, Ellen M.en_GB
dc.contributor.authorWegner, Gailen_GB
dc.contributor.departmentMu Omegaen_GB
dc.author.detailsEllen M. Moore, DNP, emoore@purduecal.edu; Gail Wegner, DNPen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308579-
dc.description.abstract<p>Session presented on: Tuesday, November 19, 2013</p>This presentation describes a baccalaureate Capstone course innovation that moves away from the traditional preceptor model to a student-centered approach that supports self-directed, reflective, and collaborative decision making for EBP implementation.  Under the guidance of an EBP faculty mentor and agency project director/liaison, students identify a question of inquiry, design an EBP project or proposal to address quality/performance improvement, appraise the evidence, and develop an implementation and evaluation plan. <p>From benchmarking and attention to initiatives directed towards the future of nursing education, Capstone incorporated five key points: emphasize student-centered learning, self-reflection, and critical thinking; encourage teamwork, collaboration, and improvement in quality and safety; question real-world problem of practice; search and appraise the evidence; and, most importantly, engage students through mentorship. <p>Faculty mentors have collaborated on 105 EBP projects with on-campus students, and over 200 EBP proposals with online RN-BS students throughout the US. The response to the innovation has been overwhelmingly positive and new partners have submitted projects for collaboration. At a recent NLNAC accreditation visit, reviewers cited the Capstone course as a curriculum strength. <p>Leading and managing change to move EBP into action is a challenging, but rewarding endeavor. The challenges that spurred course faculty often became logistical hurdles and each new encounter presented new “ah-ah” moments that emphasized the vital role of mentors as positive forces.  The next step: identifying barriers and facilitators to EBP implementation and moving towards innovative ways for sustainability. <p>Keywords:  Capstone, EBP, innovation, mentorship <p><b> </b>en_GB
dc.subjectInnovationen_GB
dc.subjectMentorshipen_GB
dc.subjectCapstoneen_GB
dc.date.available2013-12-19T17:33:10Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:33:10Z-
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
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