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Teaching evidence-based practice: Knowledge to implementation in a BSN program, part 2.

Kelly J Ruppel¹, Beverley A Bone¹

¹Bellarmine University, Louisville, Kentucky, USA.

Worldviews on Evidence-Based Nursing

|January 12, 2022

Summary

This summary is machine-generated.

Undergraduate nursing students demonstrated high achievement in evidence-based practice (EBP) implementation through a two-course strategy. This approach, focusing on EBP capstone projects, significantly enhanced learning outcomes in senior-level students.

Keywords:

curriculum evidence-based practice mentorship survey

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Area of Science:

Nursing Education
Evidence-Based Practice (EBP)
Healthcare Leadership

Background:

Undergraduate nursing education is shifting focus from traditional research methods to the integration of evidence-based practice (EBP).
This article, Part 2 of a series, details the second course in a two-part strategy for teaching EBP implementation.

Purpose of the Study:

To outline a strategy for teaching undergraduate nursing students EBP implementation over two courses.
To assess student learning outcomes related to EBP through a capstone project in a senior-level course.

Main Methods:

The curriculum was guided by the American Association of Colleges of Nursing's Essentials of Baccalaureate Education for Nursing Practice (2008).
Student learning was evaluated using an anonymous survey with a 5-point Likert scale to measure perceived achievement of EBP learning objectives.

Main Results:

Senior nursing students in the Leadership and Management course completed EBP steps 4-6 and an EBP capstone project.
A total of 83 students participated in the evaluation, with mean learning objective scores of 4.0 or above, indicating high perceived achievement.

Conclusions:

Implementing the evidence-based practice process through active learning strategies across two courses improves student learning.
This pedagogical approach effectively enhances undergraduate nursing students' ability to implement EBP.