Improving evidence based practice in postgraduate nursing programs: A systematic review: Bridging the evidence practice gap (BRIDGE project)

Hickman, LD; DiGiacomo, M; Phillips, J; Rao, A; Newton, PJ; Jackson, D; Ferguson, C

Improving evidence based practice in postgraduate nursing programs: A systematic review: Bridging the evidence practice gap (BRIDGE project)

Hickman, LD

DiGiacomo, M Phillips, J

Rao, A

Newton, PJ

Jackson, D

Ferguson, C

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Publication Type:: Journal Article
Citation:: Nurse Education Today, 2018, 63 pp. 69 - 75
Issue Date:: 2018-04-01

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Field	Value	Language
dc.contributor.author	Hickman, LD https://orcid.org/0000-0002-5116-6559	en_US
dc.contributor.author	DiGiacomo, M	en_US
dc.contributor.author	Phillips, J https://orcid.org/0000-0002-3691-8230	en_US
dc.contributor.author	Rao, A https://orcid.org/0000-0002-7904-5556	en_US
dc.contributor.author	Newton, PJ https://orcid.org/0000-0002-5006-2037	en_US
dc.contributor.author	Jackson, D https://orcid.org/0000-0001-5252-5325	en_US
dc.contributor.author	Ferguson, C https://orcid.org/0000-0002-2417-2216	en_US
dc.date.available	2020-05-25T19:04:39Z
dc.date.issued	2018-04-01	en_US
dc.identifier.citation	Nurse Education Today, 2018, 63 pp. 69 - 75	en_US
dc.identifier.issn	0260-6917	en_US
dc.identifier.uri	http://hdl.handle.net/10453/127316
dc.description.abstract	© 2018 Background: The nursing profession has a significant evidence to practice gap in an increasingly complex and dynamic health care environment. Objective(s): To evaluate effectiveness of teaching and learning strategies related to a capstone project within a Masters of Nursing program that encourage the development of evidence based practice capabilities. Design: Systematic review that conforms to the PRISMA statement. Sample: Master's Nursing programs that include elements of a capstone project within a university setting. Data Sources/Review Methods: MEDLINE, CINAHL, Cochrane Database of Systematic Reviews, ERIC and PsycInfo were used to search for RCT's or quasi experimental studies conducted between 1979 and 9 June 2017, published in a peer reviewed journal in English. Results: Of 1592 studies, no RCT's specifically addressed the development of evidence based practice capabilities within the university teaching environment. Five quasi-experimental studies integrated blended learning, guided design processes, small group work, role play and structured debate into Masters of Nursing research courses. All five studies demonstrated some improvements in evidence based practice skills and/or research knowledge translation, with three out of five studies demonstrating significant improvements. Conclusions: There is a paucity of empirical evidence supporting the best strategies to use in developing evidence based practice skills and/or research knowledge translation skills for Master's Nursing students. As a profession, nursing requires methodologically robust studies that are discipline specific to identify the best approaches for developing evidence-based practice skills and/or research knowledge translation skills within the university teaching environment. Provision of these strategies will enable the nursing profession to integrate the best empirical evidence into nursing practice.	en_US
dc.relation.ispartof	Nurse Education Today	en_US
dc.relation.isbasedon	10.1016/j.nedt.2018.01.015	en_US
dc.relation.isreplacedby	10453/129231
dc.relation.isreplacedby	http://hdl.handle.net/10453/129231
dc.subject.classification	Nursing	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Learning	en_US
dc.subject.mesh	Curriculum	en_US
dc.subject.mesh	Education, Nursing, Graduate	en_US
dc.subject.mesh	Clinical Competence	en_US
dc.subject.mesh	Students, Nursing	en_US
dc.subject.mesh	Evidence-Based Practice	en_US
dc.subject.mesh	Professional Practice Gaps	en_US
dc.title	Improving evidence based practice in postgraduate nursing programs: A systematic review: Bridging the evidence practice gap (BRIDGE project)	en_US
dc.type	Journal Article
utslib.citation.volume	63	en_US
utslib.for	1110 Nursing	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	open_access
pubs.declined	2018-08-24T11:44:31.899+1000
pubs.merge-to	10453/129231
pubs.merge-to	http://hdl.handle.net/10453/129231
pubs.deleted	2018-08-24T11:44:31.899+1000
pubs.publication-status	Published	en_US
pubs.volume	63	en_US

Abstract:

© 2018 Background: The nursing profession has a significant evidence to practice gap in an increasingly complex and dynamic health care environment. Objective(s): To evaluate effectiveness of teaching and learning strategies related to a capstone project within a Masters of Nursing program that encourage the development of evidence based practice capabilities. Design: Systematic review that conforms to the PRISMA statement. Sample: Master's Nursing programs that include elements of a capstone project within a university setting. Data Sources/Review Methods: MEDLINE, CINAHL, Cochrane Database of Systematic Reviews, ERIC and PsycInfo were used to search for RCT's or quasi experimental studies conducted between 1979 and 9 June 2017, published in a peer reviewed journal in English. Results: Of 1592 studies, no RCT's specifically addressed the development of evidence based practice capabilities within the university teaching environment. Five quasi-experimental studies integrated blended learning, guided design processes, small group work, role play and structured debate into Masters of Nursing research courses. All five studies demonstrated some improvements in evidence based practice skills and/or research knowledge translation, with three out of five studies demonstrating significant improvements. Conclusions: There is a paucity of empirical evidence supporting the best strategies to use in developing evidence based practice skills and/or research knowledge translation skills for Master's Nursing students. As a profession, nursing requires methodologically robust studies that are discipline specific to identify the best approaches for developing evidence-based practice skills and/or research knowledge translation skills within the university teaching environment. Provision of these strategies will enable the nursing profession to integrate the best empirical evidence into nursing practice.

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http://hdl.handle.net/10453/127316