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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Incorporating Evidence-Based Practice Learning Activities Throughout Family Nurse Practitioner Clinical Practicum

Monica Lee, Heidi Bobek, Kelly Casler

The Journal of Nursing Education

|September 18, 2024

Summary

This summary is machine-generated.

Integrating evidence-based practice (EBP) learning activities throughout the clinical year helps family nurse practitioner (FNP) students build confidence and competence in EBP skills.

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Area of Science:

Nursing Education
Evidence-Based Practice

Background:

Nurse practitioner graduates often lack confidence in evidence-based practice (EBP) skills.
Limited EBP learning opportunities outside of coursework may contribute to this confidence gap.

Purpose of the Study:

To integrate EBP learning activities throughout the family nurse practitioner (FNP) clinical year.
To enhance FNP student competency and confidence in applying EBP.

Main Methods:

EBP learning activities were incorporated across a three-semester FNP clinical curriculum.
Activities progressed in complexity, starting with guideline appraisal and progressing to student-led EBP presentations.

Main Results:

Faculty effectively evaluated and guided students toward EBP competency throughout the clinical year.
An innovative approach successfully threaded EBP learning across the curriculum.

Conclusions:

Integrating EBP learning activities across the clinical year is a feasible strategy.
This approach can significantly expand FNP student competency in evidence-based practice.