Learning Objective #1: Discuss the applicability of learning EBP in "chunks"

Learning Objective #2: Identify the pros and cons of levelizing EBP learning

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Recent reports from the federal government have identified a major flaw in the U.S. health care system: “Our best knowledge is not being implemented in patient care.” This deficit in the quality of health care has multiple causes, but we believe that educating health care providers about how to implement evidence-based practice (EBP) can help cross this “quality chasm.” Therefore, we have developed three self-study modules to address EBP. These modules (based on the ACE star Model by Stevens, 2002) teach students how to transform knowledge from discovery to application. Module 1 introduces the student to EBP. Module 2 initiates the student into the realm of EBP literature assessment and knowledge application. Module 3 continues application, but adds EBP guideline evaluation. Students learn the depth and breadth of evaluative approaches to determine the impact of EBP. Content focuses on determining patient health outcomes, satisfaction, efficacy, efficiency, economic analysis, and health status impact. These modules have been developed to be complete, self-teaching units with specific, delineated products/outcomes to serve as proof of learning and evaluation components. Although each unit can be used as a stand-alone educational tool, the overall intent is to have student's progress through all three modules to achieve a progressive, integrated, and applied educational experience. To improve the potential for individualized learning, the content modules have been designed on CD-ROMs that can be checked out for use on any computer. Pilot work for the first two modules with evaluative emphasis on utility and effectiveness will occur spring 2005.