Teaching Evidence-Based Practice to MSN, DNP and PhD students: Lessons Learned.
Background: An evidence-based practice (EBP) course containing Master of Nursing (MSN), Doctor of Nursing Practice (DNP) and Doctor of Philosophy (PhD) nursing students (N=76) was offered during a 12-week Spring/Summer semester. The intent of this evaluation is to assess the effectiveness and feasib...
| Publicado en: | ABNFF Journal Vol. 1; no. 1; pp. 53 - 61 |
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| Autores principales: | , , , |
| Formato: | research Journal Article |
| Publicado: |
Association of Black Nursing Faculty Foundation
Jun2024
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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=177555569&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177555569 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 30649927 N7JH jtl: ABNFF Journal issn: 30649927 maglogo: N pubinfo: dt: Jun2024 vid: 1 iid: 1 pid: 71817 pub: Association of Black Nursing Faculty Foundation place: Frederick, Maryland artinfo: ui: 177555569 177555569 177555569 177555569 ppf: 53 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Teaching Evidence-Based Practice to MSN, DNP and PhD students: Lessons Learned. aug: au: McNeill, Cynthera George, Nancy Stephens, Umeika Walker, Tara sug: subj: Nursing Practice, Evidence-Based Education Education, Nursing Students, Nursing, Masters Students, Nursing, Doctoral Curriculum Teaching Methods Learning Methods Student Attitudes Outcomes of Education Human Male Female Adult Middle Age Pretest-Posttest Design Quantitative Studies Qualitative Studies Faculty, Nursing Personnel Shortage Diffusion of Innovation Questionnaires Descriptive Statistics Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: Background: An evidence-based practice (EBP) course containing Master of Nursing (MSN), Doctor of Nursing Practice (DNP) and Doctor of Philosophy (PhD) nursing students (N=76) was offered during a 12-week Spring/Summer semester. The intent of this evaluation is to assess the effectiveness and feasibility of a combined graduate level EBP course. Method: A pre-posttest design was used. Anonymous, de-identified demographic questions and the Student Evidence Based Practice Questionnaire (SEBPQ) were used for data collection. Results: The results indicated a significant difference pre vs post course in the areas of EBP use (Sig <0.001; F 15.806), EBP Skill (Sig <0.001, F 43.250) and EBP Communication (Sig <0.001; F 27.566). However, 22 out of the 24 students that reported feeling overwhelmed by the course were MSN students (91.7%). Conclusion: The facilitation, evaluation, and redesign of EBP curriculum need to be informed by data gathered from formal assessments. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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