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Evidence for teaching: what are faculty using?

Barbara J Patterson1, Jean McAleer Klein

  • 1Widener University School of Nursing, Chester, Pennsylvania, USA. bjpatterson@mail.widener.edu

Nursing Education Perspectives
|August 25, 2012
PubMed
Summary
This summary is machine-generated.

Nurse educators use research and other feedback for teaching, but institutional barriers hinder evidence-based teaching practice (EBTP). Building a science of nursing education requires faculty engagement in EBTP.

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Area of Science:

  • Nursing Education Science
  • Educational Psychology

Background:

  • Evidence-based teaching practice (EBTP) is crucial for advancing nursing education.
  • A gap exists in understanding the evidence base for current nursing faculty teaching practices.

Purpose of the Study:

  • To identify the types of evidence nurse educators use in their teaching.
  • To explore facilitators and barriers to implementing EBTP in nursing programs.

Main Methods:

  • A national online survey was distributed to 295 nurse educators across 86 programs.
  • The survey collected data on teaching evidence, facilitators, and barriers to EBTP.

Main Results:

  • Most nurse educators utilize quantitative and qualitative research (94%).
  • Other commonly used evidence includes course evaluations, conference information, and student feedback.
  • Personal beliefs were the most frequent facilitator, while institutional factors were identified as barriers by 25% of participants.

Conclusions:

  • Nurse educators employ diverse evidence sources, though reliance on formal research varies.
  • Overcoming institutional barriers is essential for widespread adoption of EBTP.
  • Establishing a robust science of nursing education necessitates active participation from all nurse educators in EBTP.