Teaching
Evidence Based Practice to Undergraduate Nursing Students
Tess
M. Pape, PhD, RN, CNOR
Quality & Process Improvement Coordinator
Accreditation Services
University Health System San Antonio
4502 Medical Drive, San Antonio, TX 78229-4493
Problem
Nursing practice is changing
almost daily with advances in nursing research, and improvements
in practice. Yet, few new nurses understand the importance
of research utilization.
Evidence
The ACE Star Model
of Knowledge Transformation organizes evidence-based practice
(EBP), processes into a framework illustrating how knowledge
moves from knowledge discovery into clinical practice (Stevens,
2002).
Strategy
An undergraduate nursing
research course was developed using lectures and online
discussions to teach EBP and its methods using the ACE Star
Model.
Practice change
After reviewing
the literature on their topic each group of 3-4 students
wrote a short paper delineating the problem issue and resolution.
Evaluation
At semester end, students
presented the information to the class with handouts,
and a project poster. Prior to the project, most student
nurses were unaware of the impact of research utilization
on nursing practice. The project improved their awareness
of the importance of EBP to health care.
Recommendations
After posting
grades, a survey was conducted in which students responded
with appreciation for learning about EBP. They recommended
continuing the course teaching strategies.
Reference
Sheldon, T. A. (2002, July 18). Evidence based practice:
The future of health care. First Annual Best
Practices Summer Institute on Evidence-Based Practice.
Symposium conducted in San Antonio, TX.
Stevens, K. (2002, July 18). Evidence based practice:
The future of health care. First Annual Best Practices
Summer Institute on Evidence-Based Practice.
Symposium conducted in San Antonio, TX.
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