Walking the Talk: Using Evidence to Create an Extraordinary EBP Education Program

2.50
Hdl Handle:
http://hdl.handle.net/10755/308791
Category:
Abstract
Type:
Presentation
Title:
Walking the Talk: Using Evidence to Create an Extraordinary EBP Education Program
Author(s):
Gallagher-Ford, Lynn
Author Details:
Lynn Gallagher-Ford PhD, RN, NE-BC gallagher-ford.1@osu.edu
Abstract:

Session presented on: Saturday, November 16, 2013

Evidence-based practice (EBP) as the standard of professional nursing is reflected in STTI’s policy statement (2008); “…the responsibility of nurses to deliver care based on evidence, for nurses to be able to access, evaluate, integrate, and use the best available evidence in order to improve practice and patient outcomes”. Providing a comprehensive learning experience about EBP to a diverse learning community is a complex undertaking. Educators are challenged by learners from across generations and disciplines that arrive with varied backgrounds and levels of interest in EBP. Designing programs that resonate for every learner requires EBP expertise, creativity, attention to detail, and the ability to evolve over time. High quality, outcomes driven education programs require intensive uptake of new information, and tremendous skill building acquisition by the learners. In order to be effective, EBP education programs must assure that; didactic information is presented effectively, activities are provided to enhance and reinforce learning, and faculty are simultaneously expert, compelling, and entertaining. A key step in the EBP process is inquiry; asking the question… “What is the best way to do…?” We will present our application of the 7 steps of EBP; our journey through inquiry, evidence gathering, appraisal and application, the changes implemented and outcomes of this evidence-based approach to education will be highlighted. In session one, early step of the EBP process; clinical inquiry, formulating our PICOT question and gathering/synthesis of evidence will be presented. Our lived experience of the change process will be discussed. The second session focuses on the changes made to our EBP education program. The what, why, and how related to changes and plans for moving forward will be highlighted. The final session focuses on the ongoing engagement with learners over time to imbed, reinforce and sustain the knowledge/skills obtained in the program.
Keywords:
change; Evidence-based practice; education
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.titleWalking the Talk: Using Evidence to Create an Extraordinary EBP Education Programen_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/10755/308791-
dc.description.abstract<p>Session presented on: Saturday, November 16, 2013</p>Evidence-based practice (EBP) as the standard of professional nursing is reflected in STTI’s policy statement (2008); “…the responsibility of nurses to deliver care based on evidence, for nurses to be able to access, evaluate, integrate, and use the best available evidence in order to improve practice and patient outcomes”. Providing a comprehensive learning experience about EBP to a diverse learning community is a complex undertaking. Educators are challenged by learners from across generations and disciplines that arrive with varied backgrounds and levels of interest in EBP. Designing programs that resonate for every learner requires EBP expertise, creativity, attention to detail, and the ability to evolve over time. High quality, outcomes driven education programs require intensive uptake of new information, and tremendous skill building acquisition by the learners. In order to be effective, EBP education programs must assure that; didactic information is presented effectively, activities are provided to enhance and reinforce learning, and faculty are simultaneously expert, compelling, and entertaining. A key step in the EBP process is inquiry; asking the question… “What is the best way to do…?” We will present our application of the 7 steps of EBP; our journey through inquiry, evidence gathering, appraisal and application, the changes implemented and outcomes of this evidence-based approach to education will be highlighted. In session one, early step of the EBP process; clinical inquiry, formulating our PICOT question and gathering/synthesis of evidence will be presented. Our lived experience of the change process will be discussed. The second session focuses on the changes made to our EBP education program. The what, why, and how related to changes and plans for moving forward will be highlighted. The final session focuses on the ongoing engagement with learners over time to imbed, reinforce and sustain the knowledge/skills obtained in the program.en_GB
dc.subjectchangeen_GB
dc.subjectEvidence-based practiceen_GB
dc.subjecteducationen_GB
dc.date.available2013-12-19T17:41:21Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:41:21Z-
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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