Strategies to Promote Student Publication in an Evidence-Based Practice Course

2.50
Hdl Handle:
http://hdl.handle.net/10755/621621
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Strategies to Promote Student Publication in an Evidence-Based Practice Course
Other Titles:
Theory Into Practice
Author(s):
Harvey, Margaret
Lead Author STTI Affiliation:
Omicron Phi
Author Details:
Margaret Harvey, PhD, APRN, ACNP-BC, Professional Experience: UNIVERSITY APPOINTMENTS: 2015-present Associate Professor, Department of Advanced Practice and Doctoral Studies, University of Tennessee Health Science Center, Memphis TN 2008-2015 Associate Professor, Gordon Inman College of Health Sciences and Nursing Belmont University, Nashville, TN 2005-2008 Assistant Professor, College of Nursing, University of Tennessee Health Science Center, Memphis TN PRACTICE/PROFESSIONAL EXPERIENCE: 2004-present APRN, ACNP-BC Arrhythmia Consultants, PC/Methodist University Hospital HONORS/AWARDS: RWJF New Careers in Nursing Scholarship Grant Award, 2009-2010, 2010-2011 (PI) ANF Nursing Research Grant Review Committee Appointment, 2008-2010 UTHSC CON Faculty Fellowship Award, 2007-08 TCN Faculty Excellence in Education Speaker, 2007 UTHSC CON Faculty Fellowship Award, 2006-07 Sigma Theta Tau Honor Society (1997) Undergraduate: Outstanding Leadership Award, Belmont University, 1992 Pinnacle Honor Society, Belmont University, 1992 Numerous presentations at scientific and nursing conferences. Published in area of clinical research and expertise. Extensive experience teaching undergraduate and graduate level nursing courses including biostatistics, advanced nursing research, and health policy. Author Summary: Dr. Harvey is an Associate Professor at the University of Tennessee Health Science Center. She has been a nursing educator since 2000 teaching in both undergraduate and graduate nursing programs. She has extensive experience teaching Evidence Based Practice as well as statistics, health policy, and advanced nursing research. She has presented at numerous conferences and is published in her area of clinical expertise as an acute care nurse practitioner specializing in cardiac arrhythmias.
Abstract:

Purpose: The purpose of this session is describe innovative teaching strategies used to enhance student manuscript preparation, submission, and publication of scholarly work completed during an EBP course.

MethodsStudents enrolled in a graduate, evidence based practice course completed a pretest/post-test survey assessing their knowledge, skills, and attitudes regarding various teaching strategies designed to enhance student scholarship and manuscript preparation. Students were assigned to work in small groups based on their clinical practice area and develop a relevant PICOT question. Keywords were identified, appropriate databases were queried, and articles meeting selected criteria were critically appraised. Students registered for the free web based citation manager and imported all selected references to their respective group folders. Once an appropriate journal was selected, students prepared a systematic review using the specified submission guidelines for that journal. The course faculty mentored each group, reviewed, edited, and submitted the manuscript as the corresponding author. Students also submitted an abstract of their findings as a group poster presentation to a selected national conference.

Results: A 12 item survey was developed to assess the knowledge, skills, and attitudes of student’s attitudes toward scholarship and ability to prepare and submit a manuscript based on a clinically relevant PICOT question. The tool was found to have a moderate degree of internal consistency with a Cronbach alpha 0.76. Seven of the 12 survey items addressing student confidence in appraising the literature, effective team work, and ability to translate research in to evidence based protocols were statistically significant (Paired t test, p < 0.05) There was no difference in scores related to future plans to submit posters and manuscripts or improved ability in using the web based citation manager. Of the seven manuscripts, five were submitted for publication, two were rejected, two were accepted for publication with minor revisions and one was accepted pending major revisions. All of the abstracts were accepted by national conferences for poster presentation.

ConclusionsEmploying a small group approach with faculty guidance can enhance student manuscript preparation and publication. There were some technical issues with the web based citation manager that limited its usefulness. Major obstacles were found during the revision process for those manuscripts originally accepted due to time restraints and faculty work load issues. Submitting only one exemplar manuscript for publication and focusing on poster development and presentation is a more strategic and effective learning strategy in this setting.

Keywords:
Evidence-based Practice; Innovative Teaching Strategies; Student Publication
Repository Posting Date:
30-Jun-2017
Date of Publication:
30-Jun-2017
Other Identifiers:
INRC17Q17
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleStrategies to Promote Student Publication in an Evidence-Based Practice Courseen_US
dc.title.alternativeTheory Into Practiceen
dc.contributor.authorHarvey, Margareten
dc.contributor.departmentOmicron Phien
dc.author.detailsMargaret Harvey, PhD, APRN, ACNP-BC, Professional Experience: UNIVERSITY APPOINTMENTS: 2015-present Associate Professor, Department of Advanced Practice and Doctoral Studies, University of Tennessee Health Science Center, Memphis TN 2008-2015 Associate Professor, Gordon Inman College of Health Sciences and Nursing Belmont University, Nashville, TN 2005-2008 Assistant Professor, College of Nursing, University of Tennessee Health Science Center, Memphis TN PRACTICE/PROFESSIONAL EXPERIENCE: 2004-present APRN, ACNP-BC Arrhythmia Consultants, PC/Methodist University Hospital HONORS/AWARDS: RWJF New Careers in Nursing Scholarship Grant Award, 2009-2010, 2010-2011 (PI) ANF Nursing Research Grant Review Committee Appointment, 2008-2010 UTHSC CON Faculty Fellowship Award, 2007-08 TCN Faculty Excellence in Education Speaker, 2007 UTHSC CON Faculty Fellowship Award, 2006-07 Sigma Theta Tau Honor Society (1997) Undergraduate: Outstanding Leadership Award, Belmont University, 1992 Pinnacle Honor Society, Belmont University, 1992 Numerous presentations at scientific and nursing conferences. Published in area of clinical research and expertise. Extensive experience teaching undergraduate and graduate level nursing courses including biostatistics, advanced nursing research, and health policy. Author Summary: Dr. Harvey is an Associate Professor at the University of Tennessee Health Science Center. She has been a nursing educator since 2000 teaching in both undergraduate and graduate nursing programs. She has extensive experience teaching Evidence Based Practice as well as statistics, health policy, and advanced nursing research. She has presented at numerous conferences and is published in her area of clinical expertise as an acute care nurse practitioner specializing in cardiac arrhythmias.en
dc.identifier.urihttp://hdl.handle.net/10755/621621-
dc.description.abstract<p><strong><strong>Purpose: </strong></strong><span>The purpose of this session is describe innovative teaching strategies used to enhance student manuscript preparation, submission, and publication of scholarly work completed during an EBP course.</span></p> <p><strong><strong>Methods</strong>: </strong>Students enrolled in a graduate, evidence based practice course completed a pretest/post-test survey assessing their knowledge, skills, and attitudes regarding various teaching strategies designed to enhance student scholarship and manuscript preparation. Students were assigned to work in small groups based on their clinical practice area and develop a relevant PICOT question. Keywords were identified, appropriate databases were queried, and articles meeting selected criteria were critically appraised. Students registered for the free web based citation manager and imported all selected references to their respective group folders. Once an appropriate journal was selected, students prepared a systematic review using the specified submission guidelines for that journal. The course faculty mentored each group, reviewed, edited, and submitted the manuscript as the corresponding author. Students also submitted an abstract of their findings as a group poster presentation to a selected national conference.</p> <p><strong>Results: </strong>A 12 item survey was developed to assess the knowledge, skills, and attitudes of student’s attitudes toward scholarship and ability to prepare and submit a manuscript based on a clinically relevant PICOT question. The tool was found to have a moderate degree of internal consistency with a Cronbach alpha 0.76. Seven of the 12 survey items addressing student confidence in appraising the literature, effective team work, and ability to translate research in to evidence based protocols were statistically significant (Paired t test, p < 0.05) There was no difference in scores related to future plans to submit posters and manuscripts or improved ability in using the web based citation manager. Of the seven manuscripts, five were submitted for publication, two were rejected, two were accepted for publication with minor revisions and one was accepted pending major revisions. All of the abstracts were accepted by national conferences for poster presentation.</p> <p><strong><strong>Conclusions</strong>: </strong>Employing a small group approach with faculty guidance can enhance student manuscript preparation and publication. There were some technical issues with the web based citation manager that limited its usefulness. Major obstacles were found during the revision process for those manuscripts originally accepted due to time restraints and faculty work load issues. Submitting only one exemplar manuscript for publication and focusing on poster development and presentation is a more strategic and effective learning strategy in this setting.</p>en
dc.subjectEvidence-based Practiceen
dc.subjectInnovative Teaching Strategiesen
dc.subjectStudent Publicationen
dc.date.available2017-06-30T15:55:53Z-
dc.date.issued2017-06-30-
dc.date.accessioned2017-06-30T15:55:53Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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