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Inquiry in baccalaureate nursing education: fostering evidence-based practice
Lynn Clark Callister1, Gerry Matsumura, Sandra Lookinland
1College of Nursing, Brigham Young University, 500A SWKT, Provo, UT 84602-5544, USA. Lynn_Callister@byu.edu
The Journal of Nursing Education
|February 22, 2005
Summary
Integrating inquiry-based learning in nursing education enhances critical thinking and fosters interest in evidence-based practice. Students reported increased motivation for lifelong learning and research, though challenges remain in clinical application.
Area of Science:
- Nursing Education
- Evidence-Based Practice
- Critical Thinking
Background:
- Growing emphasis on evidence-based nursing practice necessitates improved teaching strategies.
- Nurse educators must cultivate students' critical thinking and understanding of evidence-based practice.
Purpose of the Study:
- To describe research and scholarship emphases in a baccalaureate nursing program.
- To identify student-perceived benefits and challenges of incorporating inquiry-based learning across the curriculum.
Main Methods:
- Analysis of student clinical journal entries.
- Description of curricular strategies focused on inquiry and research.
Main Results:
- Students reported increased interest in evidence-based nursing practice and research generation.
- Enhanced critical thinking skills were noted, alongside increased motivation for professional growth and lifelong learning.
- Students desired to be better research consumers and understand clinical research better, with some aspiring to graduate studies.
Conclusions:
- Curricular emphasis on inquiry yields significant benefits for nursing students' engagement with evidence-based practice and research.
- Ongoing challenges exist in developing student competence in applying evidence-based principles in clinical settings.