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Integrating evidence-based practice in nurse practitioner education
Margaret A Taylor-Seehafer1, Elizabeth Abel, Diane O Tyler
1Family-Nurse Practitioner Program, Family and Public Health Division, School of Nursing, The University of Texas at Austin, USA.
Journal of the American Academy of Nurse Practitioners
|January 14, 2005
Summary
This study integrated evidence-based practice (EBP) into nurse practitioner (NP) education, linking clinical assignments to student-published clinical practice guidelines (CPGs). This approach enhances critical thinking and clinical decision-making skills for improved patient care.
Area of Science:
- Nursing Education
- Evidence-Based Practice
- Clinical Practice Guidelines
Background:
- Traditional focus on specific clinical practice guidelines (CPGs) is shifted.
- Demonstrates integration of evidence-based practice (EBP) into nurse practitioner (NP) curriculum.
Purpose of the Study:
- To illustrate the process of integrating EBP into NP education.
- To show how EBP principles can be applied through student clinical assignments.
- To highlight the development of student-published CPGs.
Main Methods:
- EBP processes were systematically linked to student clinical assignments in core NP courses.
- Students engaged in researching and analyzing scientific evidence for CPG development.
- Culmination of the process involved students publishing a CPG.
Main Results:
- Students learned to critically evaluate and organize scientific evidence.
- The curriculum integration fostered enhanced critical-thinking skills.
- Improved clinical reasoning and decision-making abilities were observed.
Conclusions:
- Integrating EBP into NP curricula through CPG development is effective.
- This educational strategy equips future NPs with essential skills for evidence-based patient care.
- Student-led CPG publication serves as a valuable learning outcome.