Paper
Wednesday, July 21, 2004
This presentation is part of : Nursing Education
Nurse Educator’s Promotion of Evidence–Based Practice Using Online Activities
Sue Malloy, EdD, MSN, School of Nursing, San Jose State University, San Jose, CA, USA and Mary Lou DeNatale, EdD, RN, School of Nursing, University of San Francisco, San Francisco, CA, USA.
Learning Objective #1: Actively explore teaching methods, using an online discussion format, to prepare student nurses for basing future practice on the use of nursing organizations’ position statements
Learning Objective #2: Discuss the role of the internet for future global applications of peer networking and mentoring, and the sharing of applied research
Background: Nurse educators have developed a multitude of strategies to assist students in applying nursing knowledge. With the advent of online resources, student nurses are involved in teaching strategies that support critical thinking and knowledge of various resources. Nursing organizations, such as the International Council for Nursing, the American Nurses Association, Sigma Theta Tau, International, and other clinical specialty groups have addressed positions on various concepts and practices in nursing and health care and have made them available online. Student nurses have been able to apply these concepts to their clinical experiences. Two nurse educators will share how others can expand on making evidenced–based practice guidelines available to all nursing professionals, but most especially to the novice practitioner. This is an exciting opportunity for others to appreciate that learning can be fun, as well as educational.

Design and Methodology: Over the past 8 semesters, instructors from two northern California universities explored online resources, using various groups’ position statements as a method to reinforce their students‘ theory base. Over 110 students (both undergraduate clinical seniors and graduate students) have participated using a case study analysis and application of nursing organization’s positions, as a means to validate their assumptions.

Outcomes/Conclusions/Implications: This activity began as a method to get students excited about the Internet as a tool for improving practice. The instructors were also interested in promoting students’ appreciation for the value of applied research. Anecdotal and descriptive data collected reiterated students’ belief that this assignment provided a foundation and discussion format for understanding their future nursing roles in clinical practice settings. While several other types of online activities have already evolved from this endeavor, the hope is to explore with international students in all parts of the globe, their beliefs and thoughts on future online exploration of evidenced-based practice.

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Sigma Theta Tau International
July 21, 2004