Evidence-Based Practice as a Curricular Thread: Bridging Research to Practice for Students

Decker, Sally A.

Tuesday, 23 July 2013: 1:50 PM

Sally A. Decker, PhD, RN
Elizabeth Roe, RN, PhD
Nursing, Saginaw Valley State University, University Center, MI

Learning Objective 1: Describe the difference in course content versus curricular thread for EBP

Learning Objective 2: Identify use of QSEN competencies as a map for the curricular thread of EBP

This presentation will describe the use of evidence-based practice (EBP) as a curricular thread within a concept-based curriculum. Separate research courses within baccalaureate nursing programs have been offered by schools of nursing worldwide. The unfortunate consequence of separating this content into a single course which concentrated on the conduct of studies was for students to be able to see research as just something they had to learn to satisfy a course versus something they needed for practice. Students would comment on course evaluations that they did not need this class as they were not going to be nurse researchers. With the evidence-based practice (EBP) movement most of the courses were redesigned to focus on the use of research evidence. This was a positive step toward bridging research and practice, however, it was still a separate course with EBP assignments unique to the course. Unless the content was specifically incorporated in other courses in the curriculum, utilization of evidence could, again, be seen as related only to that specific course and not related to how students were to think as a nurse in practice. Making EBP a specific curriculum thread and requiring that it be included in courses at all levels of the program and in simulation experiences of the students is intended to help students see the connection of research and practice. In building this thread QSEN, (Quality and Safety Education for Nurses) competencies were leveled across the courses and assignments were leveled to create a group EBP project with faculty serving as the mentor in the early courses and moving to more independent projects tied to quality and leadership outcomes in the later semesters. The curricular structure of the EBP thread and the use of the thread within a specific course on chronicity will he highlighted.

See more of: Using Evidence to Develop Educational Strategies
See more of: Evidence-Based Practice Sessions: Oral Paper & Posters