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Developing research competence to support evidence-based practice.

Lora E Burke1, Elizabeth A Schlenk, Susan M Sereika

  • 1University of Pittsburgh School of Nursing, PA 15261, USA. lbul100@pitt.edu

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|November 29, 2005
PubMed
Summary
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This study outlines curriculum revisions at the University of Pittsburgh School of Nursing to integrate evidence-based practice (EBP). Research competencies were identified and mapped across nursing programs to enhance student skill development in EBP.

Area of Science:

  • Nursing Education
  • Curriculum Development
  • Evidence-Based Practice

Background:

  • The University of Pittsburgh School of Nursing aimed to integrate evidence-based practice (EBP) across its nursing programs.
  • Existing curricula required modification to effectively support EBP acquisition.
  • This involved preparing for EBP integration across undergraduate, graduate, and doctoral programs, including new program developments.

Purpose of the Study:

  • To identify expected research competencies for each academic level within nursing programs.
  • To develop recommendations for curriculum modification to foster EBP skills acquisition.
  • To establish a foundation for new teaching approaches and curricular revisions.

Main Methods:

  • Identification of research competencies tailored to each program level and academic year.

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  • Development of curriculum modification recommendations based on identified competencies.
  • Planning for varied evaluation mechanisms, including capstone projects and comprehensive examinations.

    • Main Results:

    • Defined research competencies across Bachelor of Science in Nursing, Master of Science in Nursing, and Doctor of Philosophy programs.
    • Established a framework for sequential layering of research competencies throughout the nursing curriculum.
    • Provided a basis for developing new pedagogical strategies and revising existing curricula.

    Conclusions:

    • The University of Pittsburgh model for educating in EBP is built upon a progressive integration of research competencies.
    • Curricular revisions and new teaching approaches were informed by the established evidence-based competencies.
    • This systematic approach ensures students develop essential skills for success in an EBP-focused nursing education.