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An educational pathway to fast track evidence-based practice at the bedside.
Dolora Sanares-Carreon1, Odette Comeau, Diane Heliker
1Dolora Sanares-Carreon, MPA, RN, NE-BC, is Nursing Program Manager-EBP, University of Texas Medical Branch, Galveston. Odette Comeau, MS, RN, CCRN, is Clinical Nurse Specialist-ICU, University of Texas Medical Branch, Galveston. Diane Heliker, PhD, RN, is Professor Emeritus, University of Texas Medical Branch, Galveston. David Marshall, JD, DNP, RN, NEA-BC, CENP, is Chief Nursing and Patient Care Services Officer, University of Texas Medical Branch, Galveston. Charles Machner, BSN, RN, CCRN, is Nurse Manager, University of Texas Medical Branch, Galveston. Lynn Bell, BSN, RN, CNOR, is Nursing Program Manager-Perioperative, University of Texas Medical Branch, Galveston. Valerie Brumfield, MSN, RN, CCRN, is Clinical Nurse Specialist-Emergency, University of Texas Medical Branch, Galveston. Gail Kwarciany, MSN, RN, AOCNS, is Clinical Educator, University of Texas Medical Branch, Galveston. Janet Sandridge, MSN, RNC-OB, is Clinical Educator, University of Texas Medical Branch, Galveston, Texas.
Implementing evidence-based practice (EBP) remains difficult. This novel EBP Literacy pathway streamlines EBP skills acquisition and application for healthcare professionals at the point of care.
Area of Science:
- Nursing Education
- Healthcare Professional Development
- Evidence-Based Practice Implementation
Background:
- Integrating evidence-based practice (EBP) into clinical settings presents ongoing challenges for healthcare organizations.
- Effective strategies are needed to accelerate the adoption and application of EBP skills among frontline staff.
Purpose of the Study:
- To introduce a novel educational pathway, EBP Literacy, designed to expedite the learning and application of the evidence-based practice skill set.
- To facilitate the immediate, full-cycle application of the EBP process at the point of care.
Main Methods:
- The EBP Literacy pathway utilizes an asynchronous, stepwise approach to learning.
- The curriculum is structured iteratively, moving from bedside to bench side and back to the bedside.
Main Results:
- This approach aims to fast track the teaching-learning of EBP skills.
- It supports the immediate and complete application of the EBP process in clinical practice.
Conclusions:
- The EBP Literacy pathway offers a structured, iterative method for enhancing EBP competence among healthcare professionals.
- This novel approach addresses the challenge of EBP enculturation by integrating learning with point-of-care application.
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