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Tuesday, November 3, 2009: 1:55 PM
Learning Objective 1: describe an interactive teaching-learning approach to engage undergraduate nursing students in the use of a decision-making model as a basis for evidence-based nursing practice.
Learning Objective 2: discuss the benefits of using a simulated teaching approach in preparing undergraduate nursing students for “real world” evidence-based practice.
Innovative learning approaches that engage undergraduate nursing students in the practice of decision-making skills critical for the practice of evidence-based nursing in the “real world” are needed. Nursing students at the University of North Florida School of Nursing participate in a capstone project in their last semester prior to graduation. The project is a culmination of experiential learning about evidence-based practice that evolves over the course of their nursing program, through classroom and clinical study. Using a simulated “hands on” approach, students participate as a “committee member” in an abbreviated review process in which they sample types of evidence related to a selected clinical question. The seminar approach is highly interactive with faculty serving in a consultant role guiding students through the use of selected evidence-based nursing models. Each class is a working session with students methodically using a step by step approach in their appraisal and investigation of examples of evidence. Through this process, students quickly gain appreciation for the facilitators and barriers to evidence-based practice and the challenges inherent in making best practice decisions. Students overwhelmingly respond positively to the “hands on” approach. Post-course evaluations demonstrate that students quickly take ownership of their projects and report that they are more prepared to participate in making evidence-based decisions.