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Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis
Samson Wakibi1, Linda Ferguson1, Lois Berry1
1University of Saskatchewan, Saskatoon, SK, Canada.
Summary
Effective teaching strategies enhance nursing students' evidence-based nursing practice (EBNP) knowledge and skills. This study explores educational approaches to ensure EBNP integration in future clinical practice.
Area of Science:
- Nursing Education
- Evidence-Based Practice
- Healthcare Quality
Background:
- Global recognition of evidence-based nursing practice (EBNP) benefits.
- Need for nursing schools to accelerate EBNP adoption in clinical settings.
Purpose of the Study:
- Synthesize and explore evidence on teaching EBNP to undergraduate nursing students.
- Facilitate EBNP integration into clinical practice for newly qualified nurses.
Main Methods:
- Systematic review utilizing convergent qualitative synthesis.
- Searched five electronic databases: CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science.
- Adhered to Joanna Briggs Institute guidelines for systematic reviews.
Main Results:
- Two primary themes emerged: educational strategies and EBNP knowledge/implementation.
- Sub-themes for EBNP knowledge/implementation included timing, duration, content, delivery, context, and prerequisites.
- Sub-themes for educational strategies encompassed knowledge acquisition, EBNP/research utilization, collaborative teaching, and barriers/facilitators.
Conclusions:
- Well-designed educational strategies positively influence students' EBNP knowledge and skills.
- Effective strategies promote EBNP implementation in clinical settings post-qualification.
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