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Teaching evidence-based practice: developing a curriculum model to foster evidence-based practice in undergraduate
Stefano Finotto1, Marika Carpanoni, Elena Casadei Turroni
1Degree Course in Nursing of the University of Modena and Reggio Emilia, Seat of Reggio Emilia, Via Amendola 2, Padiglione De Sanctis, 42122 Reggio Emilia, Italy. finotto.stefano@asmn.re.it
Nurse Education in Practice
|April 30, 2013
Summary
Newly graduated nurses perceive the skills learned through a three-year Evidence-Based Practice (EBP) laboratory as beneficial for patient care and professional development. Integrating EBP into nursing education fosters essential competencies for healthcare professionals.
Area of Science:
- Nursing Education
- Evidence-Based Practice
- Healthcare Professional Development
Background:
- Evidence-Based Practice (EBP) is crucial in nursing, necessitating skill development within basic nursing degree courses.
- Introducing the EBP process early in nursing education fosters student independence and self-learning abilities.
Purpose of the Study:
- To assess newly graduated nurses' perceptions of EBP skills acquired during a three-year laboratory program.
- To evaluate the perceived benefits of EBP, including thesis construction, evidence retrieval, and its utility in professional career advancement.
Main Methods:
- A descriptive study was conducted with 300 newly graduated nurses.
- Data were collected using an anonymous questionnaire with a 10-point Likert scale.
Main Results:
- Participants found evidence retrieval effective (mean 6, SD 2) and relevant to patient problems (mean 7, SD 2).
- Nurses perceived skills gained from the three-year EBP laboratory as valuable for career development (mean 7, SD 2).
Conclusions:
- Incorporating a three-year EBP laboratory into nursing curricula enhances the development of EBP process skills.
- These skills are recognized in literature as core competencies for all healthcare professionals to maintain throughout their careers.
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