Integrating
Evidence-Based Practice in the Clinical Setting of an
Undergraduate Nursing Course
Kathleen
A. Reeves, MSN, RN, C, CNS
Assistant Professor/Clinical
UTHSCSA School of Nursing
Viola Benavente, MSN, RN, CS
Assistant Professor/Clinical
UTHSCSA School of Nursing
Problem
Although undergraduate
nursing curricula promote utilization of research as basis
for clinical decision-making, specific content regarding
EBP is frequently absent and few available examples are
appropriate and effective.
Evidence
Early introduction
of EBPP in an Acute Care Course prepared undergraduate nursing
students to apply it in planning/implementing patient care
in clinical practicum.
Strategy
Students collected comprehensive
data on EBP and worked with nurses to meet the following
objectives:
1. Identify an evidence-based practice the nurse uses within
scope of practice.
2. Describe the nurse's role in applying evidence-based
practice.
Practice change
Students researched
various topics applicable to clinical nursing practice,
as well as reviewed current clinical practices.
Evaluation
This type of clinical
practicum teaching strategy was helpful to students in
understanding the actual utilization of EBP in clinical
practice. Written EBP reports and oral presentations showed
that some nurses were more knowledgeable than others about
EBP.
Recommendations
1. Have clearly
written objectives, allow for a wide array of clinical
topics, and utilize the ACE model as a
framework for content preparation and delivery.
2. Integrate EBP throughout undergraduate nursing curricula
as a component of clinical practicum.
Reference
Stevens, K.R. (2002). ACE Star Model of EBP: The Cycle
of Knowledge Transformation. Academic Center
for Evidence-based Nursing. www.acestar.uthscsa.edu.
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