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Monday, 18 November 2013
Learning Objective 1: The learner will be able to explore how the application approach can enhance students’ information literacy and facilitate a value for evidence in daily practice.
Learning Objective 2: The learner will be able to examine how innovative, hands-on learning experiences can be employed to facilitate student engagement in evidence-based practice.
Evidence-based practice is critical to bridging the disparity between good and exceptional care. To prepare prelicensure students who are ready and able to provide evidence-based care, faculty must consider what is being taught and embrace innovative teaching strategies that facilitate requisite knowledge, skills, and value for this level of practice. Statistics, a common prelicensure course, presents an opportunity to enhance information literacy by focusing on how it applies to nursing practice. An application approach toward statistical analysis is helping prelicensure students learn to appraise findings in relation to context and implications for practice. Classroom experiences use current research literature to complement statistical content and facilitate collaboration with peers. Unique hands-on activities engage students in the classroom and provide a foundation to discuss practical application of concepts, methods, findings, and implications. A host of electronic resources allow students to see the influence of statistical analysis on quality and safety in a variety of practice settings. This practical approach toward statistics is generating student interest in extant literature, as they are able to see the importance of statistical methods and how evidence can directly impact care decisions and patient outcomes. This presentation will offer participants a variety of course-related activities, assignments, and evaluation strategies to document student achievement.
See more of: Evidence-Based Practice Posters Session 2
See more of: Oral Paper & Poster: Evidence-Based Practice Sessions
See more of: Oral Paper & Poster: Evidence-Based Practice Sessions