Implementation science in nursing education research: An exemplar.
Using evidence-based teaching approaches can improve nursing students' learning. However, variation in how – or if – these approaches are implemented by faculty and nursing educators is prevalent. A thorough, applied understanding of how evidence-based teaching approaches can best be implemented in...
| Publicado en: | Nurse Education Today Vol. 119 |
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| Autores principales: | , , |
| Formato: | research Journal Article |
| Publicado: |
Elsevier B.V.
Dec2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=160438596&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 160438596 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Dec2022 vid: 119 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 160438596 160438596 160438596 10.1016/j.nedt.2022.105580 160438596 ppct: 1 formats: tig: atl: Implementation science in nursing education research: An exemplar. aug: au: Reynolds, Staci S. Granger, Bradi B. Oermann, Marilyn H. affil: Duke University School of Nursing, Clinical Nurse Specialist, Infection Prevention & Hospital Epidemiology, Duke University Hospital, 307 Trent Drive, Durham, NC 27710, United States of America sug: subj: Quality Improvement Education, Nursing, Doctoral Implementation Science Professional Practice, Evidence-Based Human Pretest-Posttest Design Outcomes of Education Teaching Colleges and Universities Southeastern United States Faculty, Nursing Education Educational Measurement Curriculum Evaluation Student Attitudes ab: Using evidence-based teaching approaches can improve nursing students' learning. However, variation in how – or if – these approaches are implemented by faculty and nursing educators is prevalent. A thorough, applied understanding of how evidence-based teaching approaches can best be implemented in the educational setting is lacking. The purpose of this project was to use an implementation science framework to implement and evaluate the quality of a doctor of nursing practice (DNP) course before and after implementing evidence-based revisions to course delivery and composition. A pre/post design was used to evaluate course outcomes following implementation of evidence-based teaching approaches. A small, private university in the southeastern United States. Students who enrolled in a DNP healthcare quality improvement course. An implementation science framework for integrating evidence-based teaching approaches was used to guide this project. Revisions were made to a DNP course, with evidence-based teaching approaches implemented using strategies including a dedicated course facilitator, faculty education, interactive assistance to course faculty, and detailed rubrics to ensure consistency in grading between sections. Outcomes included course evaluation scores, qualitative student comments, and student engagement measured via the average number of discussion board posts authored and read. After using the implementation science framework to translate evidence-based teaching approaches, there was a statistically significant improvement in three course evaluation questions and the overall course mean. Qualitative comments showed that students found the revisions beneficial to their learning. There was no change in student engagement. Using a structured implementation science framework and plan to translate and evaluate evidence-based teaching approaches resulted in significant improvements in course outcomes. Nurse educators should consider using an implementation framework to guide course revisions. • Implementation science can be used to translate evidence-based teaching approaches. • Implementation strategies effectively improved nursing education learning outcomes. • A course facilitator, faculty education, and rubrics improved students' learning. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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