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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

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
PubMed
Summary
This summary is machine-generated.

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.

Related Experiment Videos

Last Updated: Jun 22, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

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.