A 14 Walking the Talk: Using Evidence to Create an Extraordinary EBP Education Program

Saturday, 16 November 2013: 3:15 PM-4:30 PM
Description/Overview: Evidence-based practice (EBP) as the standard of professional nursing is reflected in STTI’s policy statement (2008); “…the responsibility of nurses to deliver care based on evidence, for nurses to be able to access, evaluate, integrate, and use the best available evidence in order to improve practice and patient outcomes”. Providing a comprehensive learning experience about EBP to a diverse learning community is a complex undertaking. Educators are challenged by learners from across generations and disciplines that arrive with varied backgrounds and levels of interest in EBP. Designing programs that resonate for every learner requires EBP expertise, creativity, attention to detail, and the ability to evolve over time. High quality, outcomes driven education programs require intensive uptake of new information, and tremendous skill building acquisition by the learners. In order to be effective, EBP education programs must assure that; didactic information is presented effectively, activities are provided to enhance and reinforce learning, and faculty are simultaneously expert, compelling, and entertaining. A key step in the EBP process is inquiry; asking the question… “What is the best way to do…?” We will present our application of the 7 steps of EBP; our journey through inquiry, evidence gathering, appraisal and application, the changes implemented and outcomes of this evidence-based approach to education will be highlighted. In session one, early step of the EBP process; clinical inquiry, formulating our PICOT question and gathering/synthesis of evidence will be presented. Our lived experience of the change process will be discussed. The second session focuses on the changes made to our EBP education program. The what, why, and how related to changes and plans for moving forward will be highlighted. The final session focuses on the ongoing engagement with learners over time to imbed, reinforce and sustain the knowledge/skills obtained in the program.
Learner Objective #1: The learner will be able to identify key strategies utilized to create an engaging and effective educational immersion to teach evidence-based practice.
Learner Objective #2: The learner will be able to describe the EBP process applied to improve an education program.
Moderators:  M. Cynthia Logsdon, PhD, WHNP-BC, FAAN, Nursing, University of Louisville Hospital, Louisville, KY
Symposium Organizers:  Lynn Gallagher-Ford, PhD, RN, NE-BC, Center for Transdisciplinary Evidence-based Practice, The Ohio State University College of Nursing, Columbus, OH
The Current State of Adult Education in the Digital Age; Challenges and Opportunities in Reaching a Diverse Audience of Learners

Lynn Gallagher-Ford, PhD, RN, NE-BC
Center for Transdisciplinary Evidence-based Practice, The Ohio State University College of Nursing, Columbus, OH

Asking the Tough Question: “Are We Teaching EBP the Best Way Possible?”; Re-Inventing Our Own Wheel

Lisa English Long, MSN, RN
College of Nursing, The Ohio State University, Columbus, OH

Creating, Supporting, and Growing EBP Mentors' Skills and Confidence; A Win, Win, Win Strategy

Jacalyn Buck, PhdD, RN, NE-BC
Department of Nursing, The Ohio State University Health System, Columbus, OH