There is an increasing emphasis on evidence – based nursing practice, and it is the role of the nurse lecturer to ensure   that the teaching strategies employed enable and empower students to improve and develop their critical thinking skills, in relation to evidence based nursing practice. The purpose of this quantitative descriptive study was to evaluate a   teaching strategy that was used in the delivery of the nursing studies practice module to third and fourth year student nurses. The significance of this study relates to the clinical  staff  highlighting a deficit in the knowledge of students in relation to evidence based  nursing practice, that needs to be addressed both  at ward level and in the educational institute.

Therefore it was decided to develop an educational strategy that would endeavour to meet the learning outcomes of the students and enhance their knowledge in relation to their clinical placements.

While traditional teaching strategies focus on lectures, power point presentations , they can become boring for the student and also can lead to non-attendance a t lectures. In light of this the students were asked to present to their class peers, nurse lecturers and representatives from the clinical arena the admission and care of patients using selected scenarios from medical and surgical areas. The experience was then evaluated  using a self-administered questionnaire and the results and findings in relation to this evaluation led to recommendations relating to further teaching strategies within the nursing practice studies curriculum.

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See more of The 17th International Nursing Research Congress Focusing on Evidence-Based Practice (19-22 July 2006)