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Endeavoring to Contextualize Curricula Within an EBP Framework: A Grounded Theory Study
Gulzar Malik1, Lisa McKenna2, Debra Griffiths1
11 Monash University, Clayton, VIC, Australia.
Western Journal of Nursing Research
|January 24, 2018
Summary
Nurse academics are integrating evidence-based practice (EBP) into undergraduate nursing curricula. Strategies are needed to overcome barriers and support faculty in contextualizing EBP for student success.
Area of Science:
- Nursing Education
- Evidence-Based Practice Integration
Background:
- Undergraduate nursing education plays a crucial role in fostering an appreciation for evidence-based practice (EBP).
- Integrating EBP principles early can enhance future nursing practice.
Purpose of the Study:
- To explore the processes nurse academics use when integrating evidence-based practice (EBP) concepts into undergraduate nursing curricula.
- To understand the challenges and facilitators in this integration process across Australian universities.
Main Methods:
- Grounded theory methodology was employed.
- Data collection involved interviews with 23 nurse academics and observations of 9 academics teaching undergraduate students.
- Analysis included 20 unit/subject guides.
Main Results:
- The grounded theory developed, "On a path to success: Endeavoring to contextualize curricula within an EBP framework," highlights academics' efforts to link EBP to practice.
- Academics aim to engage students by contextualizing curricula within an EBP framework.
- Various contextual factors influenced academics' integration endeavors.
Conclusions:
- Minimizing barriers, providing faculty development, and ensuring resource availability are crucial.
- These initiatives are fundamental for achieving undergraduate curricula fully underpinned by EBP concepts.
- Support across educational and clinical settings is essential for successful EBP integration.
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