Integrating BSN Students' Clinical & Theory Assignments to Enhance Evidence-Based Practice

Paper

Thursday, 20 July 2006

This presentation is part of : Education Strategies to Foster Evidence-Based Nursing

Elizabeth Andal, ARNP, PhD, FAAN, Professor of Nursing, California State University, Bakersfield, CA, USA

Learning Objective #1: Identify student learning assignments that build on evidence-based practice.
Learning Objective #2: Utilize student theoretical and clinical experiences to facilitate understanding of evidence-based practice.

Integrating BSN Students' Clinical & Theory Assignments to
Enhance Evidence-based Practice
The imperative to utilize evidence-based practice brings a special mandate for many of us who teach undergraduate students to facilitate learning and utilization of evidence-based nursing concepts. Learning is reinforced when concepts are taught in theory and applied during clinical experience. By developing student assignments for both theory and clinical components of the psychiatric mental health nursing course, the author attempted to provide concept learning and reinforcement through application. The utilization of assignments for both theory and clinical classes allowed students to learn evidence-based practice. The students’ full appreciation of the evidence-based process was limited by time limitations for the course. Future study is necessary to continue student assignments refinement on an ongoing basis.

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