Integrating Evidence-Based Practice in a Nursing Curriculum Based on the RNAO Guidelines Using Action Research

2.50
Hdl Handle:
http://hdl.handle.net/10755/603290
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Integrating Evidence-Based Practice in a Nursing Curriculum Based on the RNAO Guidelines Using Action Research
Other Titles:
Evidence-Based Nursing Outcomes [Session]
Author(s):
Van der Walt, Christa; Vasuthevan, Sharon; Lubbe, Johanna Catharina (Irene); Smith, P. J.
Lead Author STTI Affiliation:
Tau Lambda-at-Large
Author Details:
Christa Van der Walt, RN, RM, christa.vanderwalt2@gmail.com; Sharon Vasuthevan, RN, RM; J. C. (Irene) Lubbe, RN, RM; P. J. Smith, RN, RM
Abstract:
Session presented on Monday, November 9, 2015: Problem statement Evidence-based practice (EBP) is increasingly emphasized in healthcare, nursing practice and nursing and miwifery curricula.  The same applies to South Africa.  Nursing Education Institutions in South Africa need to provide evidence of how EBP is integrated throughout their curricula during accreditation visits from the South African Nursing Council, peer and external reviews. The past three decades much has been invested in research and implementation exercises to close the practice theory gap and to answer to the quest for excellence and accountability.  Although a wide vocabularly is used, best practice guidelines (BPGs) or evidence-based guidelines are continuously developed.  The BPGs developed by the Registered Nurses Association of Ontario (RNAO) is an example of the commitment to EBP.  Nurse educators should foster the use of Best Practice Guidelines in nursing and midwifery education and take the lead in integrating the principles of EBP and best practices in their curricula, teaching and learning strategies.  This paper provides evidence of the first phases of integrating EBP in the undergraduate nursing curriculum using an action learning action research approach and the methodology recommended by RNAO. Methods An Action Research approach (McNiff & Whitehead 2011) was used to describe the integration of EBP in the nursing curriculum of the participating Nursing Education Institution.  We used Action Research to comply to the requirements of RNAO for BPG integration in the nursing and midwifery curriculum. RNAO Guidelines and Toolkits and the implementation drivers described by the NIRN (National Implementation Research Network) were utilised. We followed the  typical cyclic process of planning, action and reflection whilst continuously capturing data, validating the data and making knowledge claims, and modifying practice.  We will share the lessons we learned and our experience of the conceptualization and integration of EBP in the nursing curriculum of the participating Nursing Education Institution. Conclusions The Guidelines and Toolkits of RNAO and the NIRN provide valuable planning, monitoring and assessment framework for the integration of EBP in a nursing curriculum.  Using implementation drivers to assess the implementation of EBP in the nursing curriculum was a useful way to identify areas that need additional attention and provided valuable process and outcome data.
Keywords:
evidence-based practice; evidence-based education; curriculum
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15F06
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.titleIntegrating Evidence-Based Practice in a Nursing Curriculum Based on the RNAO Guidelines Using Action Researchen
dc.title.alternativeEvidence-Based Nursing Outcomes [Session]en
dc.contributor.authorVan der Walt, Christaen
dc.contributor.authorVasuthevan, Sharonen
dc.contributor.authorLubbe, Johanna Catharina (Irene)en
dc.contributor.authorSmith, P. J.en
dc.contributor.departmentTau Lambda-at-Largeen
dc.author.detailsChrista Van der Walt, RN, RM, christa.vanderwalt2@gmail.com; Sharon Vasuthevan, RN, RM; J. C. (Irene) Lubbe, RN, RM; P. J. Smith, RN, RMen
dc.identifier.urihttp://hdl.handle.net/10755/603290en
dc.description.abstractSession presented on Monday, November 9, 2015: Problem statement Evidence-based practice (EBP) is increasingly emphasized in healthcare, nursing practice and nursing and miwifery curricula.  The same applies to South Africa.  Nursing Education Institutions in South Africa need to provide evidence of how EBP is integrated throughout their curricula during accreditation visits from the South African Nursing Council, peer and external reviews. The past three decades much has been invested in research and implementation exercises to close the practice theory gap and to answer to the quest for excellence and accountability.  Although a wide vocabularly is used, best practice guidelines (BPGs) or evidence-based guidelines are continuously developed.  The BPGs developed by the Registered Nurses Association of Ontario (RNAO) is an example of the commitment to EBP.  Nurse educators should foster the use of Best Practice Guidelines in nursing and midwifery education and take the lead in integrating the principles of EBP and best practices in their curricula, teaching and learning strategies.  This paper provides evidence of the first phases of integrating EBP in the undergraduate nursing curriculum using an action learning action research approach and the methodology recommended by RNAO. Methods An Action Research approach (McNiff & Whitehead 2011) was used to describe the integration of EBP in the nursing curriculum of the participating Nursing Education Institution.  We used Action Research to comply to the requirements of RNAO for BPG integration in the nursing and midwifery curriculum. RNAO Guidelines and Toolkits and the implementation drivers described by the NIRN (National Implementation Research Network) were utilised. We followed the  typical cyclic process of planning, action and reflection whilst continuously capturing data, validating the data and making knowledge claims, and modifying practice.  We will share the lessons we learned and our experience of the conceptualization and integration of EBP in the nursing curriculum of the participating Nursing Education Institution. Conclusions The Guidelines and Toolkits of RNAO and the NIRN provide valuable planning, monitoring and assessment framework for the integration of EBP in a nursing curriculum.  Using implementation drivers to assess the implementation of EBP in the nursing curriculum was a useful way to identify areas that need additional attention and provided valuable process and outcome data.en
dc.subjectevidence-based practiceen
dc.subjectevidence-based educationen
dc.subjectcurriculumen
dc.date.available2016-03-21T16:47:24Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:47:24Zen
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
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.