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Educating for evidence-based practice.

Donna Ciliska1

  • 1McMaster University, Hamilton, Ontario, Canada. ciliska@mcmaster.ca

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|November 29, 2005
PubMed
Summary

This article explores teaching evidence-based nursing (EBN) globally. It offers strategies for developing EBN curricula and calls for research to guide future evidence-based practice education.

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Area of Science:

  • Nursing Education
  • Evidence-Based Practice

Background:

  • Healthcare policy increasingly mandates evidence-based practice.
  • Health science students require training in evidence-based approaches.
  • Evidence-based nursing (EBN) lacks established research for curriculum development.

Purpose of the Study:

  • To present global ideas and examples for teaching evidence-based nursing (EBN).
  • To address the challenges of developing EBN curricula in the absence of direct research.
  • To advocate for the evaluation of EBN curricula and teaching strategies.

Main Methods:

  • Compilation of insights and practical examples from international colleagues.
  • Discussion of the rationale ('why's') and implementation ('how's') of EBN teaching.
  • Qualitative review of current approaches in nursing education.

Main Results:

  • Various schools are proactively developing EBN curricula despite limited evidence.
  • Shared experiences highlight diverse strategies for integrating EBN principles.
  • A need for structured evaluation of existing EBN teaching methods is identified.

Conclusions:

  • Implementing evidence-based nursing (EBN) education requires innovative approaches.
  • International collaboration and sharing of best practices are crucial for advancing EBN.
  • Further research and funding are essential for evaluating and refining EBN curricula.

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