Reframing evidence-based practice curricula to facilitate engagement in nursing students

Disler, RT; White, H; Franklin, N; Armari, E; Jackson, D

Reframing evidence-based practice curricula to facilitate engagement in nursing students

Disler, RT White, H

Franklin, N Armari, E Jackson, D

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Publication Type:: Journal Article
Citation:: Nurse Education in Practice, 2019, 41
Issue Date:: 2019-11-01

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Field	Value	Language
dc.contributor.author	Disler, RT	en_US
dc.contributor.author	White, H https://orcid.org/0000-0002-7787-2646	en_US
dc.contributor.author	Franklin, N	en_US
dc.contributor.author	Armari, E	en_US
dc.contributor.author	Jackson, D https://orcid.org/0000-0001-5252-5325	en_US
dc.date.available	2019-10-23	en_US
dc.date.issued	2019-11-01	en_US
dc.identifier.citation	Nurse Education in Practice, 2019, 41	en_US
dc.identifier.issn	1471-5953	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137913
dc.description.abstract	© 2019 Elsevier Ltd Evidence-based practice underscores a modern approach to nursing to ensure delivery of safe, up-to-date and person-centred care in the evolving clinical environment. While most entry-to-practice nursing courses incorporate elements of evidence-based research curricula, nursing students commonly struggle to see the relevance of research in their training. This study sought to understand nursing students' satisfaction and perspectives on research after an undergraduate research subject was redesigned to make overt the connection between research and professional nursing practice. Satisfaction significantly improved on routinely collected satisfaction surveys over a one-year period (mean increase 0.57, 95% CI 0.40–0.77, P < 0.001; medium effect size, 0.64). Open-ended questions elicited five themes: change to preconceived ideas of research to something accessible and useful; clear link between research and clinical and professional nursing practice; comments on subject format and scaffolded learning; increased skills in effective searching and extracting evidence; and improvements for the future. Student satisfaction increased when the connection between research learning and professional practice was made overt in a core research subject. This approach, along with scaffolded activities to increase confidence, had a marked positive impact on student's attitude and understanding of the utility of evidence-based practice and confidence in scrutinising practice in the clinical environment.	en_US
dc.relation.ispartof	Nurse Education in Practice	en_US
dc.relation.isbasedon	10.1016/j.nepr.2019.102650	en_US
dc.subject.classification	Nursing	en_US
dc.title	Reframing evidence-based practice curricula to facilitate engagement in nursing students	en_US
dc.type	Journal Article
utslib.citation.volume	41	en_US
utslib.for	1110 Nursing	en_US
utslib.for	1302 Curriculum and Pedagogy	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	closed_access
pubs.publication-status	Published	en_US
pubs.volume	41	en_US

Abstract:

© 2019 Elsevier Ltd Evidence-based practice underscores a modern approach to nursing to ensure delivery of safe, up-to-date and person-centred care in the evolving clinical environment. While most entry-to-practice nursing courses incorporate elements of evidence-based research curricula, nursing students commonly struggle to see the relevance of research in their training. This study sought to understand nursing students' satisfaction and perspectives on research after an undergraduate research subject was redesigned to make overt the connection between research and professional nursing practice. Satisfaction significantly improved on routinely collected satisfaction surveys over a one-year period (mean increase 0.57, 95% CI 0.40–0.77, P < 0.001; medium effect size, 0.64). Open-ended questions elicited five themes: change to preconceived ideas of research to something accessible and useful; clear link between research and clinical and professional nursing practice; comments on subject format and scaffolded learning; increased skills in effective searching and extracting evidence; and improvements for the future. Student satisfaction increased when the connection between research learning and professional practice was made overt in a core research subject. This approach, along with scaffolded activities to increase confidence, had a marked positive impact on student's attitude and understanding of the utility of evidence-based practice and confidence in scrutinising practice in the clinical environment.

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http://hdl.handle.net/10453/137913