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Tuesday, 23 July 2013: 1:30 PM
Learning Objective 1: Discuss novel methods for mentoring colleagues in the process of evidence-based teaching and evidence-based practice.
Learning Objective 2: Identify strategies for incorporating evidence-based teaching and evidence-based practice in everyday situations.
Access to care, workforce shortages, consumer demands, and faculty issues are themes demanding a focus on measures directed toward positive outcomes for the delivery of quality health care. Recommendations from the Institute of Medicine (IOM), Robert Woods Johnson Foundation (RWJF), the Carnegie Institute, Joint Commission, and the Health Care Reform Act are identified as measures, which need to be carefully considered and integrated into nursing curriculum. A team of seasoned faculty members elected to challenge novice faculty to strive for innovative measures to incorporate evidence-based practice (EBP) within their respective practice sites and courses. One strategy was to establish a working project list to challenge faculty to expand and develop their own unique professional faculty role trajectory This presentation is provided to highlight strategies and techniques for blending the diversity of EBP into the complexity of the faculty role. As faculty members become increasingly comfortable with utilizing evidence-based teaching (EBT) and EBP within all facets of their practice, inventive and pioneering opportunities will be more apparent and successfully overcome. Educational strategies will be discussed in an open and engaging venue to challenge participants to investigate novel methods of mentoring their colleagues.
See more of: Using Evidence to Develop Educational Strategies
See more of: Evidence-Based Practice Sessions: Oral Paper & Posters
See more of: Evidence-Based Practice Sessions: Oral Paper & Posters