Using Evidence-Based Teaching to Support an Innovative Teaching Strategy in an Undergraduate Research Course: A Longitudinal Study

2.50
Hdl Handle:
http://hdl.handle.net/10755/602939
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Using Evidence-Based Teaching to Support an Innovative Teaching Strategy in an Undergraduate Research Course: A Longitudinal Study
Other Titles:
Implementing Evidence-Based Practices [Session]
Author(s):
Wilson, Astrid H.
Lead Author STTI Affiliation:
Mu Phi
Author Details:
Astrid H. Wilson, RN, awilso72@kennesaw.edu
Abstract:
Session presented on Monday, November 9, 2015: Using Evidence-Based Teaching to Support an Innovative Teaching Strategy in an Undergraduate Research Course: A Longitudinal Study   Purpose: This longitudinal study was aimed at providing evidence-based teaching for an innovative teaching strategy in an undergraduate research course. Method: A longitudinal survey design was used to elicit students’ responses about an assigned group project. The instrument used was the Evidence-Based Group Assignment Survey , a 21 item Likert type survey developed by the author. The responses were strongly disagree (1), disagree (2), somewhat agree (3), agree (4), and strongly agree (5) thus a summated score could be obtained between 21 and 105. The items related to how the assignment helped students gain knowledge, skills in critiquing research articles, making decisions related to evidence-based practice, and confidence in themselves to be better prepared to participate in evidence-based activities as an RN. The survey was administered at the end of eight separate research classes from 2008 to 2014. IRB approval was obtained for this research study. The innovative teaching strategy will be described so it can be used by other edducators. Results: The sample consisted of 225 undergraduate nursing students who were predominately traditional students, with some accelerated students and few RN-BSN students. The majority of the participants were female (96%) and 90% were traditional students. The mean summated score for all groups (225) ranged from 78 to 93. The mean scores on each item on the instrument ranged from 3.89 to 4.62 (out of 5) indicating that no means were in categories of disagree or strongly disagree. Internal consistency of the instrument was established using a Cronbach’s Alpha for each group. The alpha score for the entire sample was .94 (very high). Implications: There is a continuous need to determine teaching strategies that have an evidence-based teaching practice. The Evidence-based Assignment in this study has empirical support for its use. Students can gain more knowledge of evidence-based practice in nursing courses with innovative strategies with evidence support. With evidence-based teaching practice clinical settings will have new graduates who are better prepared to identify clinical problems needing evidence, locate, understand, and critique research articles and systematic reviews. Students also will be better able to participate in evidenced-based projects in the clinical setting which is especially important in agencies seeking Magnet status.
Keywords:
Evidence-based teaching practice; Nursing education; Evidence-based practice
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15F07
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleUsing Evidence-Based Teaching to Support an Innovative Teaching Strategy in an Undergraduate Research Course: A Longitudinal Studyen
dc.title.alternativeImplementing Evidence-Based Practices [Session]en
dc.contributor.authorWilson, Astrid H.en
dc.contributor.departmentMu Phien
dc.author.detailsAstrid H. Wilson, RN, awilso72@kennesaw.eduen
dc.identifier.urihttp://hdl.handle.net/10755/602939en
dc.description.abstractSession presented on Monday, November 9, 2015: Using Evidence-Based Teaching to Support an Innovative Teaching Strategy in an Undergraduate Research Course: A Longitudinal Study   Purpose: This longitudinal study was aimed at providing evidence-based teaching for an innovative teaching strategy in an undergraduate research course. Method: A longitudinal survey design was used to elicit students’ responses about an assigned group project. The instrument used was the Evidence-Based Group Assignment Survey , a 21 item Likert type survey developed by the author. The responses were strongly disagree (1), disagree (2), somewhat agree (3), agree (4), and strongly agree (5) thus a summated score could be obtained between 21 and 105. The items related to how the assignment helped students gain knowledge, skills in critiquing research articles, making decisions related to evidence-based practice, and confidence in themselves to be better prepared to participate in evidence-based activities as an RN. The survey was administered at the end of eight separate research classes from 2008 to 2014. IRB approval was obtained for this research study. The innovative teaching strategy will be described so it can be used by other edducators. Results: The sample consisted of 225 undergraduate nursing students who were predominately traditional students, with some accelerated students and few RN-BSN students. The majority of the participants were female (96%) and 90% were traditional students. The mean summated score for all groups (225) ranged from 78 to 93. The mean scores on each item on the instrument ranged from 3.89 to 4.62 (out of 5) indicating that no means were in categories of disagree or strongly disagree. Internal consistency of the instrument was established using a Cronbach’s Alpha for each group. The alpha score for the entire sample was .94 (very high). Implications: There is a continuous need to determine teaching strategies that have an evidence-based teaching practice. The Evidence-based Assignment in this study has empirical support for its use. Students can gain more knowledge of evidence-based practice in nursing courses with innovative strategies with evidence support. With evidence-based teaching practice clinical settings will have new graduates who are better prepared to identify clinical problems needing evidence, locate, understand, and critique research articles and systematic reviews. Students also will be better able to participate in evidenced-based projects in the clinical setting which is especially important in agencies seeking Magnet status.en
dc.subjectEvidence-based teaching practiceen
dc.subjectNursing educationen
dc.subjectEvidence-based practiceen
dc.date.available2016-03-21T16:39:53Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:39:53Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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