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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Related Experiment Video

Updated: Jun 22, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Collaborative strategies for teaching evidence-based practice in accelerated second-degree programs.

Ann Kruszewski¹, Elizabeth Brough, Mary B Killeen

¹University of Michigan School of Nursing, Ann Arbor, MI 48109-4582, USA. annkrusz@umich.edu

The Journal of Nursing Education

|June 26, 2009

Summary

This summary is machine-generated.

Collaborative teaching strategies effectively deliver evidence-based practice (EBP) content in accelerated nursing programs. This approach enhances student learning and satisfaction within compressed curricula.

Related Experiment Videos

Last Updated: Jun 22, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Area of Science:

Nursing Education
Evidence-Based Practice
Curriculum Design

Background:

Accelerated nursing programs face challenges in delivering essential content within compressed timelines.
Integrating evidence-based practice (EBP) into nursing curricula requires innovative teaching methods.
Second-degree nursing programs need efficient pedagogical approaches to prepare graduates quickly.

Purpose of the Study:

To describe a collaborative teaching model for evidence-based practice (EBP) in a redesigned accelerated second-degree nursing program.
To evaluate the effectiveness of shared instructor responsibility in teaching EBP concepts and clinical implementation.
To assess the satisfaction levels of students, instructors, and clinical partners with the collaborative EBP teaching model.

Main Methods:

A collaborative teaching model was implemented across two courses in a redesigned second-degree nursing program.
Instructors shared responsibility for teaching foundational EBP concepts.
Students' EBP implementation was guided in clinical settings through partnerships with practicing nurses.

Main Results:

The collaborative model led to high satisfaction among students, instructors, and clinical nursing staff.
Students successfully achieved foundational knowledge in evidence-based practice (EBP).
Students demonstrated the ability to translate EBP knowledge into their clinical practice.
The collaborative approach facilitated more efficient learning experiences.

Conclusions:

Collaborative teaching strategies are effective for delivering evidence-based practice (EBP) in accelerated nursing education.
This model enhances student learning and the translation of EBP knowledge into practice.
Shared responsibility in teaching EBP contributes to efficient learning, crucial for compressed programs.
The collaborative approach fosters positive interprofessional relationships and satisfaction.