Teaching Undergraduate Nursing Students: An Innovative Approach to Answering Clinical Questions Utilizing Current Evidence-Based Practice

2.50
Hdl Handle:
http://hdl.handle.net/10755/603084
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Teaching Undergraduate Nursing Students: An Innovative Approach to Answering Clinical Questions Utilizing Current Evidence-Based Practice
Other Titles:
Education Strategies in Undergraduate Nursing [Session]
Author(s):
Hurlbut, Jene' M.; Carrion, Judith
Lead Author STTI Affiliation:
Gamma Sigma
Author Details:
Jene' M. Hurlbut, RN, CNE, jhurlbut@roseman.edu; Judith Carrion, RN, RN-BC, CRRN
Abstract:
Session presented on Tuesday, November 10, 2015: Teaching Undergraduate Nursing Students: An Innovative Approach to Answering Clinical Questions Utilizing Current Evidence Based Practice. We were challenged with the redevelopment of a 3 credit undergraduate nursing research course into a two week time frame.  This approach was supported by the University’s block curriculum based on mastery content learning.  The course redevelopment used traditional learning activities, levels of evidence based practice, and unique learning activities to teach research concepts.  A primary motivation for the re-development of this course was students past evaluations of the overall relevance of the course to “real” nursing. The re-design of this research course enabled students to develop research skills through the generation of their own research questions based on clinical experiences.  The use of evidence based practice was taught through a systematic review process. This pedagogical approach is supported by a number of organizations and accrediting bodies that assert, professional nursing practice be grounded in research that will ultimately impact patient outcomes and ensure the delivery of safe care. An important feature to this course included collaborative learning.  Students worked in groups to develop a unique PICO question (population, intervention, comparison, and outcomes).  This included critically appraising and synthesizing the current literature related to the PICO question. Our strategies challenged the nursing students to apply research concepts to further explore and elucidate solutions to clinical concerns experienced in the care setting.  These innovative strategies included:  collaborative learning and group work; the generation of a unique PICO clinical question; orientation to various search strategies provided by a library expert; a student activity entitled “what is in the box”; attendance at a research center where current health related studies were in progress; a professional poster presentation, and other creative presentation methods. Significant outcomes that supported the changes and innovative strategies used in this course, was validated in the students’ end of course evaluations.  Overall the evaluation results were very positive.  The curricular redevelopment of this course proved to be successful for undergraduate students. References Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., Johnson, J., Mitchell, P., Sullivan, D., & Warren, J.  (2007). Quality and safety education for nurses.  Nursing Outlook, 55 (3), 122-131.  Doi: 10.1016/j.outlook.2007.02.006. IOM (Institute of Medicine), 2011.  The future of nursing: Leading change, advancing health.  Washington, DC:  The National Academies Press .  Lee, H.J., & Lim, C. (2012).  Peer evaluation in blended team project-based learning: What do students find important? Educational Technology & Society, 15 (4), 214-224. Melnyk, B., & Fineout, E. (2011). Evidenced-based practice in nursing & healthcare .  Philadelphia:  Lippincott & Wilkins. The essentials of Baccalaureate education for professional nursing practice (2008).  American Association of Colleges of Nursing .  Retrieved from http://www.aacn.nche.edu/
Keywords:
Interactive teaching; collaborative learning; evidence based practice
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15H08
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.titleTeaching Undergraduate Nursing Students: An Innovative Approach to Answering Clinical Questions Utilizing Current Evidence-Based Practiceen
dc.title.alternativeEducation Strategies in Undergraduate Nursing [Session]en
dc.contributor.authorHurlbut, Jene' M.en
dc.contributor.authorCarrion, Judithen
dc.contributor.departmentGamma Sigmaen
dc.author.detailsJene' M. Hurlbut, RN, CNE, jhurlbut@roseman.edu; Judith Carrion, RN, RN-BC, CRRNen
dc.identifier.urihttp://hdl.handle.net/10755/603084en
dc.description.abstractSession presented on Tuesday, November 10, 2015: Teaching Undergraduate Nursing Students: An Innovative Approach to Answering Clinical Questions Utilizing Current Evidence Based Practice. We were challenged with the redevelopment of a 3 credit undergraduate nursing research course into a two week time frame.  This approach was supported by the University’s block curriculum based on mastery content learning.  The course redevelopment used traditional learning activities, levels of evidence based practice, and unique learning activities to teach research concepts.  A primary motivation for the re-development of this course was students past evaluations of the overall relevance of the course to “real” nursing. The re-design of this research course enabled students to develop research skills through the generation of their own research questions based on clinical experiences.  The use of evidence based practice was taught through a systematic review process. This pedagogical approach is supported by a number of organizations and accrediting bodies that assert, professional nursing practice be grounded in research that will ultimately impact patient outcomes and ensure the delivery of safe care. An important feature to this course included collaborative learning.  Students worked in groups to develop a unique PICO question (population, intervention, comparison, and outcomes).  This included critically appraising and synthesizing the current literature related to the PICO question. Our strategies challenged the nursing students to apply research concepts to further explore and elucidate solutions to clinical concerns experienced in the care setting.  These innovative strategies included:  collaborative learning and group work; the generation of a unique PICO clinical question; orientation to various search strategies provided by a library expert; a student activity entitled “what is in the box”; attendance at a research center where current health related studies were in progress; a professional poster presentation, and other creative presentation methods. Significant outcomes that supported the changes and innovative strategies used in this course, was validated in the students’ end of course evaluations.  Overall the evaluation results were very positive.  The curricular redevelopment of this course proved to be successful for undergraduate students. References Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., Johnson, J., Mitchell, P., Sullivan, D., & Warren, J.  (2007). Quality and safety education for nurses.  Nursing Outlook, 55 (3), 122-131.  Doi: 10.1016/j.outlook.2007.02.006. IOM (Institute of Medicine), 2011.  The future of nursing: Leading change, advancing health.  Washington, DC:  The National Academies Press .  Lee, H.J., & Lim, C. (2012).  Peer evaluation in blended team project-based learning: What do students find important? Educational Technology & Society, 15 (4), 214-224. Melnyk, B., & Fineout, E. (2011). Evidenced-based practice in nursing & healthcare .  Philadelphia:  Lippincott & Wilkins. The essentials of Baccalaureate education for professional nursing practice (2008).  American Association of Colleges of Nursing .  Retrieved from http://www.aacn.nche.edu/en
dc.subjectInteractive teachingen
dc.subjectcollaborative learningen
dc.subjectevidence based practiceen
dc.date.available2016-03-21T16:42:58Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:42:58Zen
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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