| Learning Objective #1: identify a method of teaching the evidence-based research process to undergraduate nursing students in a baccalaureate program. | |||
| Learning Objective #2: develop the nurse’s role as a change agent for clinical practice based on the use of evidence-based practices. |
Design: A pedagogical research strategy was utilized to evaluate the process of using student-designed evidence-based projects as a mechanism for change in clinical practice.
Sample, Setting: A convenience sample of baccalaureate nursing students from a RN/BS and basic nursing program was used to design the projects. The effectiveness of the projects and their application to clinical practice was evaluated.
Outcome: First line nurse manager may develop and initiate evidence-based practices. Students were exposed to a evidence-based practice and research strategies and then identified a clinical problem. Research was completed using various databases and best practice guidelines. Students provided “evidence” for a selected best practice based on the generally accepted format of from meta-analysis to general research articles. Findings from the projects were relayed back to the clinical agency.
Methods: Evaluation data was used to gauge satisfaction with the projects. A qualitative approach evaluated the impact of the students' evidence-based projects in the clinical environment.
Findings:. Students identified a clinical problem, researched the problem, and performed an analysis of their findings. Practicing nurse professionals utilized this data in the application of clinical problems. Students were able to take the skills in critical-thinking, evidence-based practice, informatics, case management, research, and publication skills they had learned back into the workplace.
Conclusions: Students have come to realize that the basis for their nursing practice may take various forms. Nursing students can thus become agents of change and can follow this change through to fruition at a particular clinical agency. Implications: Nurses need to be able to make informed decisions about which research findings are most appropriate for their area of clinical interest and articulate evidence-based practices to other health care professionals.
See more of Supporting Evidence-Based Nursing: Educational Initiatives
See more of The 17th International Nursing Research Congress Focusing on Evidence-Based Practice (19-22 July 2006)