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Exploring academic and clinical nurses' perspectives on evidence-based nursing course for undergraduates from
Guiyun Wang1, Yuting Xia2, Qirong Chen3
1School of Nursing, Shandong Xiehe University, Jinan, China.
Aim:
To explore nurses' perceptions of evidence-based nursing courses for undergraduates through academic-practice partnerships.
Design:
A deductive thematic analysis based on the practice-academic logic model.
Methods:
Fifteen academic and clinical nurses were interviewed between November and December 2023, either online or through face-to-face meetings. Each interview lasted 20-30 min. The interview outline was constructed based on the practice-academic partnership logic model, which was followed during the process of recorded, analyzed, and checked.
Results:
Themes identified include inputs (e.g., stakeholder commitment), activities (e.g., communication), outputs (e.g., nursing projects), and outcomes (e.g., improved competence). These themes highlight the various aspects and outcomes of academic-practice partnerships in evidence-based nursing courses.
Conclusion:
Effective academic-practice partnerships are crucial for developing evidence-based nursing courses, leading to positive educational and professional outcomes.
Impact:
Nurses' perceptions provide valuable guidelines for developing effective evidence-based nursing courses.
Patient Or Public Contribution:
No patient or public users participated in this study.
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