Wednesday, July 21, 2004: 10:00 AM-11:30 AM | |||
Updating Traditional Research Curricula to Reflect EBP Principles: It’s about Language, Scope, and Purpose | |||
| Learning Objective #1: Discuss strategies for updating traditional research program curricula to reflect EBP principles | |||
| Learning Objective #2: Discuss barriers to updating traditional research program curricula to reflect EBP principles and associated strategies to overcome these barriers | |||
| Practice based on evidence is one of the core competencies identified in the Health Professions Educational Summit as necessary for healthcare education to meet the needs of the healthcare system in the 21st century (IOM - Greiner & Knebel, 2003). Teaching learners about how to critique and apply research using traditional methods is no longer sufficient to prepare practitioners for the level of practice expected of them. Practitioners are expected to bring the best and latest evidence to bear on their decision-making with patients. Evidence synthesis is required to be up-to-date on current treatments and care modalities. Learners need to be challenged to incorporate valid scientific evidence, their own expertise and their patients’ choices, concerns and values when making clinical decisions. Educators need to consider their curricula to assure that it is adequate to prepare practitioners for their roles. As well, it is reasonable to expect that professional organizations and accrediting bodies will consider the IOM competencies as a standard for criteria defining successful curricula for academic programs. Given these new recommendations, this symposium will address changes that are necessary to integrate EBP principles into current clinical and research curricula. The first session will present how traditional programs typically focus on evidence generators and understanding the research process (i.e., how things are/were). The second session will focus on strategies for updating these curricula to reflect EBP principles, including language, scope and purpose of research education (i.e., how things can/will be). The third session will describe barriers to updating curricula to reflect EBP principles and strategies to overcome them (i.e., how to get there and what might be encountered). The symposium will culminate in a jumpstart, interactive session in which the participants will make active changes to integrate EBP principles into their own existing research curricula (i.e., let’s do it). | |||
| Organizer: | Ellen Fineout-Overholt, PhD, RN | ||
| Presenters: | Rona Faye Levin, PhD, RN Priscilla Sandford Worral, PhD, RN Joanne K. Singleton, PhD, RN, CS, FNP, FNAP | ||
| Traditional Research Curricula: Evidence Generators & Understanding the Research Process Priscilla Sandford Worral, PhD, RN | |||
| EBP Focused Research Curricula: Evidence Users & Applying Valid Research Rona Faye Levin, PhD, RN | |||
| Barriers and Associated Strategies for Transitioning to EBP Focused Curricula Ellen Fineout-Overholt, PhD, RN | |||
| Putting Knowledge Into Action: Changing Curricula to Reflect EBP Principles Joanne K. Singleton, PhD, RN, CS, FNP, FNAP | |||
Evidence-Based Nursing: Strategies for Improving Practice
Sigma Theta Tau International
July 21, 2004