| Friday, 21 July 2006: 10:30 AM-12:00 PM | |||
| Factoring Students in the Evidence-Based Practice Equation | |||
| Learning Objective #1: Identify 3 reasons undergraduate students are essential to EBP. | |||
| Learning Objective #2: Describe 4 ways students can be incorporated into the current EBP movement. | |||
| Undergraduate and graduate students are major players in the move toward evidence-based practice, yet the student role is rarely acknowledged and has not been articulated in the evidence-base practice literature in nursing. Through a review of all issues of Worldviews on Evidence-based Nursing and the major textbooks on evidence-based practice, very limited information on student involvement was found. Although the importance of teaching students about evidence-based practice is apparent in both nursing education journals and in Worldviews on Evidence-based Nursing, the key role for students in actually making changes in current practice has not been articulated. Student involvement in making change is being evaluated in a program of research on New Knowledge Discussion Groups. In this research, students find research for nurses in practice, demonstrate expertise and excitement for evidence-based practice and teach both professionals and nursing students about using evidence in practice. Students evaluate their involvement in finding evidence and in working with practicing nurses very highly, and anecdotal evidence has shown that staff nurses learn through student involvement. This discussion will encourage consideration of the student role through discussion of barriers to student involvement, current discourse on student involvement in EBP and possible roles for students in EBP. | |||
| Organizer: | Susan Diemert Moch, RN, PhD | ||
| Presenters: | Lee-Ellen Kirkhorn, PhD, RN Cheryl Riley-Doucet, PhD, RN Sarah Ann Gieschen, BS, RN | ||