| Learning Objective #1: Identify methods of selection of practice guidelines | |||
| Learning Objective #2: Discuss the process for changing practice in a clinical site |
Reports indicate that most health care is not research-based. In spite of this deficit, there is an increasing expectation for nurse practitioners (NPs) to use evidence-based guidelines in practice. These guidelines should synthesize research into practice and provide care standards to aid the NP’s clinical decision making. However, in order to effectively use clinical practice guidelines, NP’s must be able to critically evaluate, integrate, and incorporate them into actual practice sites.
A partnership with a community agency providing free care to an indigent population provided the real world experience needed for educating NP students. It also offered the agency the benefits of evaluation of current practice and recommendations for improvement through the specific guidelines developed by the student groups.
This paper presents a unique, but effective method for teaching evidence-based practice. Derived from Kolb’s theory of experiential learning, this project uses a circular process of 1) observation and reflections; 2) formulation of abstract concepts and generalizations; 3) testing implications; and, 4) concrete experience.
Students worked in small groups using critical analysis and group consensus to determine “best practice” or “ideal” clinical guidelines for a commonly encountered clinical problem. Current practice related to the clinical problem was evaluated at the assigned agency. Specific recommendations, appropriate to the clinical setting, were made for altering practice to meet the guidelines.
NPs are often required to alter specific recommendations for practice based on their site, resources, client population, etc. Unfortunately, this applicability was previously learned after employment. Establishing best practice guidelines requires research, group process and critical thinking; however, the opportunity to apply knowledge in actual practice made this project unique. Through this method, student efficacy has improved: they can look at "real world" parameters and identify methods to improve practice within those constraints.
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