Addressing the barriers to integration of evidence-based practices could begin in the academic settings with development of program learning outcomes and competencies relative to evidence-based practice. Creation of such program learning outcomes could establish an evidence-based mindset earlier and equip nurses with knowledge, skills and attitudes for future practice. The curriculum mapping of relevant evidence-based practice program learning outcomes and competencies to specific evidence-based assignments can provide the initial framework toward evidence-based practice teaching and learning. The addition of assignments based on teamwork and peer review can ignite a passion for evidence-based practice (Kowalski, 2017); however, appropriate evaluation strategies must be implemented for effective transformation toward a learning environment that promotes a culture of inquiry.
The challenge for most schools of nursing are developing evaluation strategies that appropriately capture program learning outcome attainments. This symposium session will share how one graduate program developed an outcome rubric embedded in their learning management system. The rubrics are aligned with program learning outcomes in addition to the specialty track competencies and collects data on learning outcome/competency attainment for each assignment. The data gives valuable information to the school of nursing that can be utilized in course and curriculum changes.
Evaluation of program learning outcomes, in addition to student attitudes relative to evidence-based practice, are essential steps for schools of nursing. The data gleaned provides direction for curriculum revisions to ensure that students are prepared and develop and/or nurture their attitude toward evidence-based practice in a multifaceted healthcare system that results in enhanced and improved healthcare outcomes.