| Learning Objective #1: describe the use of an evidence framework to structure an introductory research methods course. | |||
| Learning Objective #2: identify advantages and disadvantages of teaching introductory nursing research using an evidence framework. |
This presentation describes an educational innovation using the levels of evidence as a template for the conceptualization and design of an undergraduate nursing course in research methods. Learning to systematically locate, evaluate, and use the best available research is the hallmark of evidence-based practice. Although the concept of evidence-based practice has been applied to undergraduate clinical courses, this approach in a traditional research course has been underutilized. The reported course design was undertaken to increase students’ interest and engagement, and to foster their motivation to continue learning about and utilizing research.
Students were first introduced to the levels of evidence with a broad overview lecture. The following week, the students learned how to locate and identify primary research reports. These foundational elements prepared students to think about research in relationship to clinical problems. A specific clinical problem was assigned to each learning group of six students. Students located, analyzed, and synthesized research reports to formulate recommendations in response to the assigned clinical problem. Weekly lecture content followed the levels of evidence framework from higher through lower levels of evidence. Characteristics of each category of research design and common techniques for sampling, data collection, and data analysis were addressed within this framework. Exemplar studies were discussed to illustrate the actual use of the design. At the same time, week by week, the students collaboratively engaged in in-depth study and critique of selected research reports addressing their assigned clinical problem. Integrative projects included class presentations of study critiques and posters describing the clinical problem, synthesis of the evidence, and recommendations for practice. Among the most significant outcomes of this approach to teaching introductory research methods was that students learned to integrate what they had previously perceived as fragmented bits of knowledge and to see their relevance for providing excellent patient care.
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See more of The 17th International Nursing Research Congress Focusing on Evidence-Based Practice (19-22 July 2006)