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Wednesday, 15 July 2009: 11:25 AM
Learning Objective 1: discuss a model of academic and service collaboration that furthers both educational and evidence-based practice goals in the clinical practice setting.
Learning Objective 2: discuss the benefits of this type of collaborative program in terms of student learning, clinical nurse professional development and enhancement of quality of care.
Purpose: Implementing EBP is of priority to practice settings seeking enhanced quality of care, increased nurse satisfaction and retention, and recognition such as Magnet status. Yet, many practice settings do not have the resources or expertise to implement research and EBP, and, students sometimes have difficulty getting access to clinical settings for their research. This presentation shares a model of academic and service collaboration that furthers both educational and evidence-based practice goals in the clinical practice setting.
Methods: Doctoral students were required to do an EBP project in their quantitative methods course. Students attended a meeting as clinical nurses presented practice questions. Based on like interest, students worked in groups of 2-3 with groups of interested nurses to clarify their chosen problems. The students conducted literature reviews, collected evidence, critiqued and synthesized available literature, had additional contacts with the nurses to clarify the issues., then presented their findings to the nurses and made practice recommendations. Students could choose to continue their collaboartion in a directed study or as needed research hours to implement the practice change or to conduct a research project if not enough evidence was available.
Results: Feedback from the students and nurses involved was positive. Benefits included: Doctoral students: Narrow research questions; find, synthesize, critique evidence, work with/present to staff, have a real world, meaningful experience. Joint presentations and two groups submitted their work for publication,. Nurses: Identify clinical problems, learn about evidence/research process, how to find and base practice on evidence, presented posters as co-investigators, co-authors. Patients: Enhanced, evidence-based, state-of-the-art care
Conclusion: This project has been repeated in several offerings of the course and allows "real world", meaningful student learning, clinical nurse professional development and enhancement of quality of care. This type of collaboration is mutually beneficial: enhancing EBP in clinical settings while advancing student learning.
Methods: Doctoral students were required to do an EBP project in their quantitative methods course. Students attended a meeting as clinical nurses presented practice questions. Based on like interest, students worked in groups of 2-3 with groups of interested nurses to clarify their chosen problems. The students conducted literature reviews, collected evidence, critiqued and synthesized available literature, had additional contacts with the nurses to clarify the issues., then presented their findings to the nurses and made practice recommendations. Students could choose to continue their collaboartion in a directed study or as needed research hours to implement the practice change or to conduct a research project if not enough evidence was available.
Results: Feedback from the students and nurses involved was positive. Benefits included: Doctoral students: Narrow research questions; find, synthesize, critique evidence, work with/present to staff, have a real world, meaningful experience. Joint presentations and two groups submitted their work for publication,. Nurses: Identify clinical problems, learn about evidence/research process, how to find and base practice on evidence, presented posters as co-investigators, co-authors. Patients: Enhanced, evidence-based, state-of-the-art care
Conclusion: This project has been repeated in several offerings of the course and allows "real world", meaningful student learning, clinical nurse professional development and enhancement of quality of care. This type of collaboration is mutually beneficial: enhancing EBP in clinical settings while advancing student learning.
See more of: Academic Service Collaboration
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters