| Learning Objective #1: Describe the process in a master’s program of changing from a focus on doing research to a focus on evidence-based practice projects | |||
| Learning Objective #2: Describe one university’s experience in using poster presentations as a culminating experience for disseminating EBP projects |
Innovation: Research classes (4 total) were changed to focus on EBP. Students read research as potential practice evidence, including utility and feasibility as critique elements. The required proposal was changed to include non-research projects such as case studies, literature reviews, research utilization plans, problem analyses, among other options. Students were guided to include summary tables of studies within their proposals. This “evidence” served to drive project content, especially clinical recommendations. Students could submit formal abstracts to a local nursing honor society call for poster presentations. Once accepted, students were assisted in making posters using templates. Most students (n = 33) in the first cohort chose this option. They were coached in poster etiquette and contributed as presenters at a poster session attended by 100+ nurses.
Results/Conclusions: Evidence supports continuation of this process. The audience enjoyed the creative and professional nature of the posters and focus on clinical topics. Several students who submitted papers admitted having “poster envy.” Changing the research trajectory focus to EBP has been well received by students/faculty. Culminating projects can be either a poster or paper. First year students completing research courses attended the poster presentation and benefited from the experience.
Recommendations: This innovation has been adopted and we will continue to evaluate this approach as another cohort of students engages in culminating project work. We estimate that 50+ students will be submitting abstracts for the 2005 poster presentation session.