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Evidence-based nursing education: myth or reality?
1College of Nursing, University of Saskatchewan, 107 Wiggins Road, Saskatoon, Saskatchewan, Canada S7N 5E5. linda.ferguson@usask.ca
The Journal of Nursing Education
|March 25, 2005
Summary
Evidence-based nursing education requires rigorous research to validate teaching strategies. Currently, nursing education relies heavily on tacit knowledge, making its evidence-based status questionable without further scientific development.
Area of Science:
- Nursing Education
- Educational Science
- Evidence-Based Practice
Background:
- Nurse educators integrate evidence-based practice (EBP) into curricula.
- There's an assumption that nursing education itself is evidence-based.
- Current nursing education knowledge is largely tacit and experiential.
Purpose of the Study:
- To explore the concept of evidence-based nursing education.
- To examine the gap between the practice of EBP and the science of nursing education.
- To advocate for the development of a robust science for nursing education.
Main Methods:
- Conceptual analysis of evidence-based nursing education.
- Discussion of the current knowledge base in nursing education.
- Argument for the necessity of empirical research.
Main Results:
- Nursing education possesses a tacit knowledge base related to the art of teaching.
- This tacit knowledge, while valuable, lacks empirical validation.
- Research is essential to demonstrate the effectiveness of nursing education strategies.
Conclusions:
- True evidence-based nursing education necessitates the development of a scientific foundation through research.
- Without rigorous research, the claim of nursing education being evidence-based remains unsubstantiated.
- Further qualitative and quantitative research is crucial to advance the science of nursing education.