Implementing an Electronic Defense for Program Learning Outcome Assessment to Evaluate Evidence-Based Practice Attitudes

Current research confirms the need to instill evidence-based practice in nursing curriculum to educate students on what EBP is and provide exposure for how it can be translated into practice. Yet studies on the impact of education of EBP knowledge, attitudes, skills, and behaviors have produced fluctuating results. A dichotomy exists between applying EBP in the ideal academic setting and in clinical practice (Thomas, Han, Turnbull, & Douglas, 2017). Moreover, despite global investments in research, the difficulty remains for translating EBP into action, especially in the arena of global health outcomes (Wilson et al., 2016). In order to impact positive global health outcomes, educators need to adequately assess the EBP attitudes of students and work toward removing EBP application barriers to improve health inequities.

The value of EBP has been established internationally and has been instrumental in effective policy making and establishment of improved health outcomes, however, significant barriers exist for the translation of EBP into practice. Evidence notes positive student attitudes toward EBP but identify a need for increased exposure and how to address the barriers to EBP in practice (Thomas et al., 2017). If nursing students are going to embrace and implement EBP into practice they need to be confident in the knowledge, skills and attitudes of integrating EBP. It is the educator’s role to facilitate this process and evaluate student’s academic achievement.

Program outcome assessment allows educators the opportunity to assess students’ attitudes and perceptions of EBP based on curriculum outcomes. Final program assessments have been standard practice for many years. Evidence supports a variety of methods utilized including theses, projects, and portfolios (Burke, & Snead, 2013). Self-reflection and self-assessment are necessary components for students’ understanding of program learning outcome (PLO) achievement. Students are excited to showcase how they have grown and attained the designated outcomes (Boswell & Long, 2011). Program outcome assessment is a systematic way to determine how students have achieved EBP PLOs

This symposium session will address how one graduate nursing program used innovative technology, an electronic defense (e-defense) process, to assess EBP PLOs for its students. Students were required to collect sufficient practicum evidence to demonstrate how they met EBP outcomes. For example,

PLO 5. Frame problems, design interventions, specify outcomes, and measure achievement of outcomes while balancing human, fiscal, and material resources to achieve quality health outcomes.

PLO 7. Systematically apply evidence from research findings to answer clinical questions, solve clinical problems, and develop innovative nursing interventions and health policies for selected patient populations.

PLO 8. Demonstrate collaborative practice and interpret nursing science within an interdisciplinary context.

Through the process, faculty evaluated EBP PLO achievement of students that allowed faculty to distinguish course EBP strengths and weaknesses. An innovative technology process, the e-defense, was developed to allow for augmented student engagement. PLO assessment results were favorable. Curriculum development is warranted to allow for academic strategies and resources to be used to enrich EBP learning and allow students to feel EBP prepared and equipped when they begin real world application (Wilson et al., 2017). As our global communities are becoming more connected. The use of an e-defense in PLO assessment allows for identification of student attitudes of EBP and the understanding of student perceptions of future use toward enhancing global health outcomes.