Assessment and Curricular Framework Development of Undergraduate Research in the School of Nursing

2.50
Hdl Handle:
http://hdl.handle.net/10755/622074
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Assessment and Curricular Framework Development of Undergraduate Research in the School of Nursing
Other Titles:
Research in Academia
Author(s):
Culpa-Bondal, Flor A.; Greene, Debbie; Doss, Josie
Lead Author STTI Affiliation:
Theta Tau
Author Details:
Flor A. Culpa-Bondal, PhD, RN, Professional Experience: Author has more than 20 years experience in the area of adult psychiatric/mental health. Numerous paper/presentations about several topics of interest particularly in adult mental health, psychiatric nursing education and using informatics in healthcare and nursing education. She coordinates the Psychiatric Mental Health Nursing course and practice as a Clinical Nurse Specialist in Adult Psychiatric Mental Health. Author Summary: Dr. Bondal leads a summer study abroad program that teaches undergraduate research to nursing students while exploring the Filipino culture. She uses problem-based learning and evidence-based learning pedagogy in her Psychiatric Mental Health course. Dr. Bondal also holds a post-master in healthcare informatics.
Abstract:

Purpose: The purpose of this presentation is to discuss assessment results of undergraduate nursing students’ evidence-based practice (EBP) competencies and faculty’s EBP teaching practices in the undergraduate nursing courses in one southern United States school of nursing (SON). The consequent development of a curricular framework for infusing EBP in an undergraduate BSN program as a result of the assessment will also be presented. The audience will be engaged in discussing the barriers, challenges and opportunities in the development and planned implementation of the model.

 

Methods: During the 2015-16 academic year, a thorough assessment of the integration of evidence-based practice throughout the undergraduate curriculum was conducted. The assessment included faculty interviews and student surveys. The interviews included what courses in the undergraduate program are using EBP, and what SON resources and capacities are available for EBP integration. The assessment showed several gaps and opportunities for improvement. One issue with the current curriculum is an inability to identify where evidence-based practice (EBP) is introduced to students, despite the identification of EBP as a core concept for the program. According to the current curriculum, introduction of EBP occurs during the third semester research course. However, scattered projects during the first two semesters utilize EBP skills, without focused content on EBP at an introductory level to inform these assignments. The SON also lacks a clear vehicle to mentor and guide faculty in course designs that infuse EBP and to actively engage students in it.

Results: Guided by the AACN accreditation guidelines and evidence-based practice framework by Flood, Gasiewicz and Delpier (2010) that describes progression of evidence-based practice from novice to advanced levels, a curricular framework emerged.

Conclusion: Findings from the assessments and implementation recommendations based on the new framework were presented to SON in March 2016. A multi-phase implementation of revisions to the undergraduate nursing curriculum to improve student outcomes related to undergraduate EBP was proposed and scheduled to commence Fall 2016.

Keywords:
Evidence-based curricular framework; Undergraduate nursing EBP; Undergraduate research
Repository Posting Date:
24-Jul-2017
Date of Publication:
24-Jul-2017
Other Identifiers:
INRC17C15
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.titleAssessment and Curricular Framework Development of Undergraduate Research in the School of Nursingen_US
dc.title.alternativeResearch in Academiaen
dc.contributor.authorCulpa-Bondal, Flor A.en
dc.contributor.authorGreene, Debbieen
dc.contributor.authorDoss, Josieen
dc.contributor.departmentTheta Tauen
dc.author.detailsFlor A. Culpa-Bondal, PhD, RN, Professional Experience: Author has more than 20 years experience in the area of adult psychiatric/mental health. Numerous paper/presentations about several topics of interest particularly in adult mental health, psychiatric nursing education and using informatics in healthcare and nursing education. She coordinates the Psychiatric Mental Health Nursing course and practice as a Clinical Nurse Specialist in Adult Psychiatric Mental Health. Author Summary: Dr. Bondal leads a summer study abroad program that teaches undergraduate research to nursing students while exploring the Filipino culture. She uses problem-based learning and evidence-based learning pedagogy in her Psychiatric Mental Health course. Dr. Bondal also holds a post-master in healthcare informatics.en
dc.identifier.urihttp://hdl.handle.net/10755/622074-
dc.description.abstract<p><strong>Purpose: </strong><span>The purpose of this presentation is to discuss assessment results of undergraduate nursing students’ evidence-based practice (EBP) competencies and faculty’s EBP teaching practices in the undergraduate nursing courses in one southern United States school of nursing (SON). The consequent development of a curricular framework for infusing EBP in an undergraduate BSN program as a result of the assessment will also be presented. The audience will be engaged in discussing the barriers, challenges and opportunities in the development and planned implementation of the model.</span></p> <p> </p> <p><strong>Methods: </strong>During the 2015-16 academic year, a thorough assessment of the integration of evidence-based practice throughout the undergraduate curriculum was conducted. The assessment included faculty interviews and student surveys. The interviews included what courses in the undergraduate program are using EBP, and what SON resources and capacities are available for EBP integration. The assessment showed several gaps and opportunities for improvement. One issue with the current curriculum is an inability to identify where evidence-based practice (EBP) is introduced to students, despite the identification of EBP as a core concept for the program. According to the current curriculum, introduction of EBP occurs during the third semester research course. However, scattered projects during the first two semesters utilize EBP skills, without focused content on EBP at an introductory level to inform these assignments. The SON also lacks a clear vehicle to mentor and guide faculty in course designs that infuse EBP and to actively engage students in it.<strong></strong></p> <p><strong>Results: </strong>Guided by the AACN accreditation guidelines and evidence-based practice framework by Flood, Gasiewicz and Delpier (2010) that describes progression of evidence-based practice from novice to advanced levels, a curricular framework emerged.</p> <p><strong>Conclusion: </strong>Findings from the assessments and implementation recommendations based on the new framework were presented to SON in March 2016. A multi-phase implementation of revisions to the undergraduate nursing curriculum to improve student outcomes related to undergraduate EBP was proposed and scheduled to commence Fall 2016.</p>en
dc.subjectEvidence-based curricular frameworken
dc.subjectUndergraduate nursing EBPen
dc.subjectUndergraduate researchen
dc.date.available2017-07-24T17:47:22Z-
dc.date.issued2017-07-24-
dc.date.accessioned2017-07-24T17:47:22Z-
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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