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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Using new resources to teach evidence-based practice
Mary L Heye1, Kathleen R Stevens
1Department of Acute Nursing Care, University of Texas Health Science Center at San Antonio, School of Nursing, San Antonio, TX 78229-3900, USA. heye@uthscsa.edu
The Journal of Nursing Education
|June 26, 2009
Summary
This study details a new undergraduate nursing strategy for teaching evidence-based practice (EBP) using key resources and a knowledge transformation model. Students achieved initial EBP competencies through critical appraisal and practice comparison projects.
Area of Science:
- Nursing Education
- Evidence-Based Practice (EBP)
- Health Care Improvement
Background:
- Undergraduate nursing curricula increasingly require evidence-based practice (EBP) education.
- A need exists for structured, innovative teaching strategies to develop EBP competencies in students.
- Existing resources like competencies, national priorities, and evidence rating systems can inform EBP pedagogy.
Purpose of the Study:
- To describe an innovative strategy for teaching evidence-based practice (EBP) concepts in an undergraduate research course.
- To explain the framework underpinning the developed EBP teaching strategy.
- To assess the achievement of beginning EBP competencies in undergraduate nursing students.
Main Methods:
- The Evidence-Based Practice Project strategy integrated undergraduate nursing student competencies, national health care priorities, evidence rating systems, and a knowledge transformation model.
- Students selected priority areas, critically appraised evidence, and compared recommendations to actual practice.
- Project outcomes were evaluated through oral and poster presentations, and faculty perceptions.
Main Results:
- Student projects demonstrated the application of critical appraisal skills to evidence supporting practice change.
- Presentations allowed students to discuss the significance, influence, and strength of evidence.
- Faculty perceptions and student presentations indicated the achievement of foundational evidence-based practice (EBP) competencies.
Conclusions:
- The described innovative strategy effectively facilitates the teaching of evidence-based practice (EBP) concepts to undergraduate nursing students.
- The project-based approach, utilizing specific resources and a knowledge transformation model, fosters the development of essential EBP skills.
- This pedagogical approach shows promise in preparing future nurses with the necessary competencies for evidence-based health care.
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