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TED Talk: An Innovative Assignment to Learn Research and Evidence-Based Practice Concepts
1Author Affiliation: Former Associate Dean for Graduate Programs, School of Nursing, University of Portland, Oregon, USA.
Background:
Evidence-based practice (EBP) is key to improve outcomes and requires health care professionals to appraise research findings. Interpreting statistical findings can be daunting for nursing students.
Purpose:
The purpose of this study was to evaluate student perception and satisfaction with a TED Talk assignment as an approach to understand concepts used to appraise evidence.
Methods:
A descriptive design was used to survey students about their experience creating and delivering a TED Talk to their peers in an EBP course.
Results:
The assignment helped students engage in learning research/EBP concepts, and they rated the assignment moderately helpful to understand components to appraise evidence. The majority of students were neutral toward or disagreed the TED Talk assignment was a satisfactory experience. Almost 60% of the students recommended the assignment be retained in the course.
Conclusions:
The TED Talk assignment was not a universally satisfactory experience. Differences in faculty approach in the course sections may have influenced the findings.
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