![[ Visit Client Website ]](images/banner.gif)
Wednesday, 14 July 2010: 8:30 AM
Learning Objective 1: know the experience of implementing an EBP course with undergraduate nursing students from central Mexico.
Learning Objective 2: identify the advantages of the hybrid(online and in-class) desing on EBP courses and some other toughts from the undergraduated nursing students.
Purpose: Healthcare professionals must be educated to practice patient-centered care as members of an interdisciplinary team and their decision making must be based on the most current evidence. Traditional approaches to disseminating evidence-based practice (EBP) in Mexico have been through publications that discuss the process in philosophical terms. It has only been recently that the principles of EBP) have been incorporated into academic nursing programs in Mexico. The purpose of this paper is to describe and analyze the first teaching experience of an EBP course for undergraduate nursing students in central Mexico.
Methods: An introductory EBP course was developed and implemented for third-year undergraduate nursing students as a pilot test. The course was designed for both online and in-class training. A post-course survey assessed students’ level of learning and their thoughts regarding the use of EBP in their training.
Results: Students were able to describe the five-step process in the basics of EBP: 1) form the clinical (PICOT) question; 2) search the relevant literature; 3) critically analyze the literature; 4) implement the evidence; 5) evaluate the practice change. Opportunities for both online combined with in-class sessions reinforced the learning. Twenty-five students (N=36) responded to the survey. Barriers to learning included the cost of the internet fee even when not in the classroom and university server malfunctions.
Conclusion: The development and implementation of hybrid (online and in-class) learning of the EBP process was successful in terms of students’ ability to describe and apply the principles of EBP to their clinical activities. Despite reported barriers, a majority of the student respondents indicated that the EBP course was a useful methodological approach for delivering innovative, high quality care and strongly recommended that the training become an on-going component of nursing education.
Methods: An introductory EBP course was developed and implemented for third-year undergraduate nursing students as a pilot test. The course was designed for both online and in-class training. A post-course survey assessed students’ level of learning and their thoughts regarding the use of EBP in their training.
Results: Students were able to describe the five-step process in the basics of EBP: 1) form the clinical (PICOT) question; 2) search the relevant literature; 3) critically analyze the literature; 4) implement the evidence; 5) evaluate the practice change. Opportunities for both online combined with in-class sessions reinforced the learning. Twenty-five students (N=36) responded to the survey. Barriers to learning included the cost of the internet fee even when not in the classroom and university server malfunctions.
Conclusion: The development and implementation of hybrid (online and in-class) learning of the EBP process was successful in terms of students’ ability to describe and apply the principles of EBP to their clinical activities. Despite reported barriers, a majority of the student respondents indicated that the EBP course was a useful methodological approach for delivering innovative, high quality care and strongly recommended that the training become an on-going component of nursing education.
See more of: Evidence-Based Nursing Education
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters
See more of: Evidence-Based Practice Sessions – Oral Paper & Posters