| Learning Objective #1: Discuss the benefits of implementing an EBP course into a graduate nursing curriculum. | |||
| Learning Objective #2: Describe strategies for implementing an EBP course in a graduate nursing curriculum. |
| The shift from tradition-based to evidence-based practice (EBP) requires clinicians to become users of evidence. Users of evidence make clinical decisions by blending clinical expertise with scientific evidence and client values and choices. Traditional methods of teaching research no longer fit this practice world. Accordingly, it becomes critical to educate future nurse leaders to embrace EBP and to role-model, mentor, and teach best clinical practices based on valid evidence. To become proficient in evidence-based practice, clinicians must 1. Actively identify a clinical problem and formulate a clearly defined clinical question 2. Correctly appraise current knowledge and practice 3. Efficiently search the literature for relevant evidence 4. Use established criteria to systematically review the evidence 5. Determine the most appropriate intervention based on validity of the evidence within the context of their own practice Using the ACE Star Model developed by the Academic Center for Evidence-Based Practice at the University of Texas Health Science Center at San Antonio (UTHSCSA), we are implementing a 2-course series where students learn the skills necessary to be able to practice from an evidence-based perspective, and work with mentors to introduce EBP to the practice arena. Feedback from the students and agencies has been overwhelmingly positive to date. The purpose of this presentation is to highlight the process of course development and implementation through the use of the ACE Star Model. |
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See more of The 17th International Nursing Research Congress Focusing on Evidence-Based Practice (19-22 July 2006)