Authentic Teaching to Promote Active Learning: Redesign of an Online RN to BSN Evidence-Based Practice Nursing Course

Area of Science:

• Nursing Education
• Evidence-Based Practice

Background:

• Traditional undergraduate nursing programs often use outdated teaching methods for evidence-based practice (EBP) courses.
• Existing online EBP courses may lack opportunities for students to apply the core EBP steps.

Purpose of the Study:

• To revise an online evidence-based practice (EBP) course for an RN-BSN program.
• To integrate authentic, active learning strategies into the EBP curriculum.

Main Methods:

• Implemented authentic teaching/learning methods requiring active engagement with the seven steps of the EBP process.
• Utilized small group online discussions and individual assignments based on a consistent, fictitious clinical scenario.
• Provided faculty with templates and reference lists to streamline feedback and grading.

Main Results:

• Students reported reduced stress through collaborative group work and subsequent individual assignments.
• Faculty received support through standardized grading tools.
• Students showed enhanced preparedness for developing and implementing EBP projects.

Conclusions:

• The revised EBP course effectively engaged students in applying the EBP process.
• Active learning strategies improved student experience and preparedness for future EBP initiatives.
• The course revision provided a supportive structure for both students and faculty.