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Integrating EBP and Research into the ADN Classroom

Integrating EBP and Research into the ADN Classroom. Presenters: B.Bryan K.Nabors B. Larmon. Objectives. Describe the need for and importance of EBP in ADN student education Provide examples of student learning activities for integrating research and EBP throughout the ADN curriculum.

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Integrating EBP and Research into the ADN Classroom

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  1. Integrating EBP and Research into the ADN Classroom Presenters: B.Bryan K.Nabors B. Larmon

  2. Objectives • Describe the need for and importance of EBP in ADN student education • Provide examples of student learning activities for integrating research and EBP throughout the ADN curriculum

  3. What is EBP? • Teacher Perspective • How do WE use it…. • Student Perspective • How do we get THEM to use it?

  4. Why is it important? • For our program and our graduates • Institute of Medicine • National League for Nursing

  5. How do we incorporate both? • Courey, Benson-Soros, Deemer, & Zeller (2006) • Heye & Stevens (2009) • Pierce (2005) • Ross, Noone, Luce, & Sideras (2009)

  6. What did we find? • Acquire and evaluate research • Clinical component • Value • Computer literacy • Integration over isolation

  7. Introduction to Nursing Research • Introduced in 2nd semester of freshmen year • Nursing Role II Course • ADN’s role in nursing research • Emphasis on research utilization in practice

  8. Assignment • Article Critique • Clinical Integration • Common Issues encountered in clinical practice areas • Med/Surg • OB/NSY • Geriatrics

  9. Article Critique Guidelines • Peer-reviewed nursing or medical journal • Current within last 7yrs. • Summary of important aspects to include • Research methods, key concepts or ideas, limitations, findings, and recommendations

  10. Topics • Students draw for topics • Expanded from initial emphasis of infection control and patient safety • This year’s emphasis: • medication errors; hand hygiene; wound care; UTI’s; IV therapy; medical equipment; fall prevention

  11. Resources • APA latest edition • Owlpurdue website for APA format • Campus writing center • Campus library • Faculty appraisal of article before submission • Example given for heading/title/reference

  12. Evaluation • Rubric • Based on 10 point scale • Partial credit may be given

  13. Rubric

  14. Benefits for Students • Increased computer and literacy skills • Critique validity of nursing practice policies and procedures • Value of quality improvement

  15. Develop spirit of inquiry • Appreciation and value of nursing research

  16. Role 3-Application and Participation • Evidence-Based Practice • Who participates? • Why do they participate? • What is the purpose of participation? • How do students participate? • Where is the participation found?

  17. Closing the Loop • First semester of Sophomore year • 3 major roles from MS Competency Model • Manager • Member of the profession • Provider of care • Application of EBP theory into three major roles

  18. Theory: Concepts to Facilitate RN Role • INDIVIDUAL PROFESSIONAL DEVELOPMENT • Member of Profession Scholar/Ethicist/Researcher Collaborator (“ASN interprets research to improve outcomes”) • Provider of Care Care giver Teacher Communicator/Counselor Advocate • MANAGEMENT OF CLIENT CARE • Manager Role • Leader • Facilitator • Intrapreneur • Decision Maker • Use of Information Tech Conflict Resolution Staff Development Performance Improvement Resource Management

  19. Role 3: Course Assignments • Professional Paper • APA format • Purpose identified • Main points developed • Relevance to Associate Degree Nurse in Practice • Formal Presentation • Demonstrates knowledge & comprehension of subject • Discuss application to nursing practice • Provides relevance to A.D.N. role as Manager, Member of Profession and/or Nursing Practice

  20. Poster Presentation • Create visual presentation described in professional paper EBP

  21. Integration into Clinical Practice

  22. How does it all fit? • Laying the foundation-Freshman Year • Using what they learn-Sophomore Year

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