| Wednesday, July 13, 2005: 1:00 PM-2:30 PM | |||
| Pride and Prejudice: Integrating EBP Into a Graduate Curriculum | |||
| Learning Objective #1: Discuss challenges faced and strategies used in working with faculty to accept curriculum revisions based on an EBP framework | |||
| Learning Objective #2: Describe specific curriculum revisions for integrating EBP into core and clinical components of a master's program | |||
| This symposium will focus on how the presenters, working together in a school of nursing, integrated evidence-based practice into a master's in nursing program. The first paper will address the challenges we faced, particularly the lack of knowledge about and concerns expressed by faculty, in promoting EBP revisions to the graduate curriculum and the strategies we used to deal with these challenges. The next two papers will share the specific curriculum revisions, which are now in place: a)revision of the graduate research course content and assignments; and b)revision of the clinical component of the Family Nurse Practitioner program using an EBP framework. | |||
| Organizer: | Rona Faye Levin, PhD, RN | ||
| Presenters: | Lillie M. Shortridge-Baggett, RN, EdD, FAAN, FNAP Rona Faye Levin, PhD, RN Joanne K. Singleton, PhD, RN, CS, FNP, FNAP | ||
| Integrating EBP into a Graduate Nursing Curriculum: Challenges and Strategies Lillie M. Shortridge-Baggett, RN, EdD, FAAN, FNAP | |||
| Evidence Users vs. Evidence Generators: Revising a Graduate Research Course from an EBP Perspective Rona Faye Levin, PhD, RN | |||
| Incorporating Evidence-Based Practice into Clinical Teaching at the Graduate Level: A Work in Progress Joanne K. Singleton, PhD, RN, CS, FNP | |||