Using pedagogical approaches to influence evidence-based practice integration - processes and recommendations:...

Area of Science:

• Nursing Education
• Pedagogy in Higher Education
• Evidence-Based Practice Integration

Background:

• Nursing academics face challenges in teaching evidence-based practice (EBP) effectively.
• Limited research exists on pedagogical approaches for EBP education in nursing.
• There is a need to understand how EBP is integrated into undergraduate nursing curricula.

Purpose of the Study:

• To explore the pedagogical approaches nurse academics use to integrate evidence-based practice (EBP) into undergraduate nursing programs.
• To identify the processes and strategies employed by academics in teaching EBP.
• To understand the influence of these approaches on student learning.

Main Methods:

• Constructivist grounded theory methodology was employed.
• Data collection involved semi-structured interviews with 23 nurse academics across Australian universities.
• Teaching observations and analysis of 20 subject outlines were also conducted.

Main Results:

• Academics utilized diverse teaching strategies to contextualize EBP and link evidence to practice.
• Some pedagogical approaches were engaging, while others were traditional and less effective.
• Challenges faced by academics impeded the implementation of optimal teaching methods for EBP integration.

Conclusions:

• Findings provide insights into current teaching practices for EBP in Australian universities.
• Key challenges in EBP integration were identified, highlighting the need for improved strategies.
• Ensuring future nurses are well-prepared in EBP requires addressing these pedagogical challenges.