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Reflections of Evidence-Based Practice in Nurse Educators' Teaching Philosophy Statements
Nursing Education Perspectives
|December 2, 2017
Summary
Academic nurse educators rarely mention evidence-based practice (EBP) in their teaching philosophies, despite its importance. This study explored how EBP is (or isn't) reflected in their core educational values.
Area of Science:
- Nursing Education
- Evidence-Based Practice
Background:
- Evidence-Based Practice (EBP) is a core competency for healthcare professionals, as identified by the Institute of Medicine.
- The integration of EBP into teaching philosophies reflects academic nurse educators' (ANEs) values and practices.
Purpose of the Study:
- To examine the nature and significance of Evidence-Based Practice (EBP) within the teaching philosophy statements of Academic Nurse Educators (ANEs).
Main Methods:
- A mixed-method approach utilized an online survey distributed to 375 ANEs.
- Data collected included demographic information and teaching philosophy statements.
- Direct content analysis and thematic identification were employed to analyze the statements.
Main Results:
- Evidence-Based Practice (EBP) and its components were collectively mentioned 275 times, with only 44 ANEs explicitly stating EBP in their philosophies.
- Components of EBP were more frequently cited than EBP itself.
- Three prominent themes emerged: staying current, fostering student success through EBP, and adopting EBP as a pedagogical strategy.
Conclusions:
- The study concluded that the explicit acknowledgment and integration of Evidence-Based Practice (EBP) and its components are not widespread among Academic Nurse Educators in their teaching philosophies.
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