Paper
Wednesday, July 21, 2004
EBP Focused Research Curricula: Evidence Users & Applying Valid Research
Rona Faye Levin, PhD, RN, Center for Nursing Research, Clinical Practice and International Affairs, Center for Nursing Research, Clinical Practice and International Affairs, Lienhard School of Nursing, Pace University, Pleasantville, NY, USA
This presentation will focus on the process of changing a traditional graduate research course into one using an evidence-based practice (EBP) framework. The final product (the syllabus, assignments and teaching strategies used) redefines what students at the master's degree level in nursing need to know about clinical evidence and how to apply this evidence to practice. Basic principles to follow in preparing such a course are: 1) creating an awareness of the importance of research to improving practice and internalizing that awareness; 2) developing a critical perspective on practice (i.e., asking focused clinical questions); 3) searching for the evidence to answer these questions; 4) broadening the students' ability from critiquing individual studies to understanding how to assess the validity of evidence syntheses; and, 5) using the above knowledge to critique and/or develop clinical protocols. The focus of evidence-based education is on learning how to apply evidence to practice (i.e., become evidence users), rather than engaging in original research. In addition, this session will include a discussion about how to integrate EBP principles into the clinical aspects of nursing curricula. Finally, student evaluations regarding changes in focus of the graduate research course will be presented.
Back to Updating Traditional Research Curricula to Reflect EBP Principles: It’s about Language, Scope, and Purpose
Back to Evidence-Based Nursing: Strategies for Improving Practice
Sigma Theta Tau International
July 21, 2004