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Updated: Jun 6, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Using a pedagogical approach to integrate evidence-based teaching in an undergraduate women's health course
Katy Dawley1, Joan Rosen Bloch, Patricia Dunphy Suplee
1Midwifery Institute, Philadelphia University, Philadelphia, PA, USA.
Background:
Evidence-based practice (EBP) is promoted as a foundation for nursing practice. However, the 2005 U.S. survey of nurses revealed that they do not have requisite skills for EBP. PURPOSE AND GOALS: To evaluate a pedagogical approach aimed at (1) fostering undergraduate nursing students EBP competencies, and (2) identifying gaps in the literature to direct future women's health research.
Methods:
A secondary analysis of data abstracted from required EBP clinical journals for an undergraduate women's health course in which students (n = 198) were asked to find evidence to answer their clinical questions. Content analysis was used to identify main themes of the topics of inquiry.
Results:
Students identified 1,808 clinical questions and 30.3% (n = 547) of these could not be answered or supported by evidence in the literature.
Conclusions:
This assignment was an important teaching and assessment tool for EBP. Questions reflected critical thinking and quest for in-depth knowledge to support nursing practice. Some students lacked skills in searching databases and a significant number of knowledge gaps were identified that can direct women's health research.
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