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CS131
Moving Evidenced Based Practice from Theory to Reality
By J. Jenkins, J. Martin, & K. Marchiondo; Central Missouri State University, Warrensburg, MO
For further information, please contact: jenkins@cmsu1.cmsu.edu
Purpose: To make evidenced based practice more than a buzzword for nursing students. The project selected has a two fold purpose: 1) to provide nursing students the opportunity to evaluate a practice question, review of literature regarding this issue, and to recommend a practice solution. 2) To work with clinical agency to address actual patient care problem. We hoped to enable students to recognize the need for a strong theory foundation and to introduce the tools necessary to support clinical decisions.
Description: In order to make the project more meaningful, faculty moved from classroom to a patient care setting. Students work in conjunction with acute/critical care units to identify priority practice change topics of interest. In small groups, students first gather evidence related to the problem. Research studies, professional organizations, and published guidelines are used to identify best practice. Research studies are critiqued using an adaptation of Rasmussen, O’Conner, Shinkle, and Thomas’s tool found in, The basic research review checklist. Journal of Continuing Education in Nursing. 2000; 31:13-17. Copies of literature and completed critiques of evidence are shared with both instructor and clinical unit. After gathering available evidence the students make recommendations for clinical practice. Their recommendations include steps necessary to launch new procedure/policy, products needed to implement change, and education necessary for implementation. Students then present recommendations via a poster. Both recommendations and posters are shared with clinical setting.
Evaluation: Students have been very positive about the project, stating that working with real problems enables them to see benefits from their work. The clinical settings have also been very positive and have used elements of student projects. This assignment has not only provided student learning, but has positively influenced patient care and staff perceptions of feasibility of implementation of evidenced based practice.Poster Presentation: Click on the icon below to launch
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