Evidence-based practice curriculum development for undergraduate nursing students: The preliminary results of an action research study in Taiwan

研究成果: Article

摘要

Background: Equipping undergraduate nursing students with sufficient competence in evidence-based practice (EBP) is essential to meeting future practice needs. Integrating necessary EBP knowledge and skills systematically into the formal curriculum allows students to obtain better learning experience and outcomes. However, in Taiwan, a systematic nursing curriculum that integrates EBP concepts across the 4-year nursing baccalaureate program has not yet been developed. Moreover, engaging students in the clinical application of evidence remains a key challenge facing nursing education. Purpose: This study aimed to construct an EBP undergraduate nursing curriculum and develop clinical scenarios that support EBP teaching. Methods: Three cycles of action research, incorporating both focus group interviews and questionnaire surveys, were applied to construct and evaluate the appropriateness and feasibility of the EBP nursing curriculum and relevant teaching strategies. Results: An EBP nursing curriculum was constructed that integrates the three levels of learning objectives and corresponding learning outcomes, teaching content, and learning activities. Scenario activities were developed to familiarize students with the EBP process and to maximize their learning with regard to the clinical application of evidence. Next, a preliminary evaluation showed the appropriateness and feasibility of the developed curriculum, which was shown to foster the EBP competency of students and increase their confidence and positive attitudes toward EBP. Conclusions/Implications for Practice: A systematic EBP bachelor nursing curriculum with effective pedagogical strategies was developed. The associated process and the elicited information may offer a valuable reference for other nursing schools.

原文English
文章編號e30
期刊Journal of Nursing Research
27
發行號4
DOIs
出版狀態Published - 2019 八月 1

指紋

Nursing Students
Evidence-Based Practice
Health Services Research
Taiwan
Curriculum
Learning
Nursing
Evidence-Based Nursing
Students
Teaching
Nursing Schools
Nursing Education
Focus Groups
Mental Competency
Interviews

All Science Journal Classification (ASJC) codes

  • Nursing(all)

引用此文

@article{abca4d2e38154dc6ab8d87d14898982b,
title = "Evidence-based practice curriculum development for undergraduate nursing students: The preliminary results of an action research study in Taiwan",
abstract = "Background: Equipping undergraduate nursing students with sufficient competence in evidence-based practice (EBP) is essential to meeting future practice needs. Integrating necessary EBP knowledge and skills systematically into the formal curriculum allows students to obtain better learning experience and outcomes. However, in Taiwan, a systematic nursing curriculum that integrates EBP concepts across the 4-year nursing baccalaureate program has not yet been developed. Moreover, engaging students in the clinical application of evidence remains a key challenge facing nursing education. Purpose: This study aimed to construct an EBP undergraduate nursing curriculum and develop clinical scenarios that support EBP teaching. Methods: Three cycles of action research, incorporating both focus group interviews and questionnaire surveys, were applied to construct and evaluate the appropriateness and feasibility of the EBP nursing curriculum and relevant teaching strategies. Results: An EBP nursing curriculum was constructed that integrates the three levels of learning objectives and corresponding learning outcomes, teaching content, and learning activities. Scenario activities were developed to familiarize students with the EBP process and to maximize their learning with regard to the clinical application of evidence. Next, a preliminary evaluation showed the appropriateness and feasibility of the developed curriculum, which was shown to foster the EBP competency of students and increase their confidence and positive attitudes toward EBP. Conclusions/Implications for Practice: A systematic EBP bachelor nursing curriculum with effective pedagogical strategies was developed. The associated process and the elicited information may offer a valuable reference for other nursing schools.",
author = "Hung, {Hsiao Ying} and Wang, {Yu Wen} and Jui-Ying Feng and Chi-Jen Wang and Lin, {Esther Ching-lan} and Ying-Ju Chang",
year = "2019",
month = "8",
day = "1",
doi = "10.1097/jnr.0000000000000298",
language = "English",
volume = "27",
journal = "The journal of nursing research : JNR",
issn = "1682-3141",
publisher = "Taiwan Nurses Association",
number = "4",

}

TY - JOUR

T1 - Evidence-based practice curriculum development for undergraduate nursing students

T2 - The preliminary results of an action research study in Taiwan

AU - Hung, Hsiao Ying

AU - Wang, Yu Wen

AU - Feng, Jui-Ying

AU - Wang, Chi-Jen

AU - Lin, Esther Ching-lan

AU - Chang, Ying-Ju

PY - 2019/8/1

Y1 - 2019/8/1

N2 - Background: Equipping undergraduate nursing students with sufficient competence in evidence-based practice (EBP) is essential to meeting future practice needs. Integrating necessary EBP knowledge and skills systematically into the formal curriculum allows students to obtain better learning experience and outcomes. However, in Taiwan, a systematic nursing curriculum that integrates EBP concepts across the 4-year nursing baccalaureate program has not yet been developed. Moreover, engaging students in the clinical application of evidence remains a key challenge facing nursing education. Purpose: This study aimed to construct an EBP undergraduate nursing curriculum and develop clinical scenarios that support EBP teaching. Methods: Three cycles of action research, incorporating both focus group interviews and questionnaire surveys, were applied to construct and evaluate the appropriateness and feasibility of the EBP nursing curriculum and relevant teaching strategies. Results: An EBP nursing curriculum was constructed that integrates the three levels of learning objectives and corresponding learning outcomes, teaching content, and learning activities. Scenario activities were developed to familiarize students with the EBP process and to maximize their learning with regard to the clinical application of evidence. Next, a preliminary evaluation showed the appropriateness and feasibility of the developed curriculum, which was shown to foster the EBP competency of students and increase their confidence and positive attitudes toward EBP. Conclusions/Implications for Practice: A systematic EBP bachelor nursing curriculum with effective pedagogical strategies was developed. The associated process and the elicited information may offer a valuable reference for other nursing schools.

AB - Background: Equipping undergraduate nursing students with sufficient competence in evidence-based practice (EBP) is essential to meeting future practice needs. Integrating necessary EBP knowledge and skills systematically into the formal curriculum allows students to obtain better learning experience and outcomes. However, in Taiwan, a systematic nursing curriculum that integrates EBP concepts across the 4-year nursing baccalaureate program has not yet been developed. Moreover, engaging students in the clinical application of evidence remains a key challenge facing nursing education. Purpose: This study aimed to construct an EBP undergraduate nursing curriculum and develop clinical scenarios that support EBP teaching. Methods: Three cycles of action research, incorporating both focus group interviews and questionnaire surveys, were applied to construct and evaluate the appropriateness and feasibility of the EBP nursing curriculum and relevant teaching strategies. Results: An EBP nursing curriculum was constructed that integrates the three levels of learning objectives and corresponding learning outcomes, teaching content, and learning activities. Scenario activities were developed to familiarize students with the EBP process and to maximize their learning with regard to the clinical application of evidence. Next, a preliminary evaluation showed the appropriateness and feasibility of the developed curriculum, which was shown to foster the EBP competency of students and increase their confidence and positive attitudes toward EBP. Conclusions/Implications for Practice: A systematic EBP bachelor nursing curriculum with effective pedagogical strategies was developed. The associated process and the elicited information may offer a valuable reference for other nursing schools.

UR - http://www.scopus.com/inward/record.url?scp=85069788207&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85069788207&partnerID=8YFLogxK

U2 - 10.1097/jnr.0000000000000298

DO - 10.1097/jnr.0000000000000298

M3 - Article

C2 - 30461524

AN - SCOPUS:85069788207

VL - 27

JO - The journal of nursing research : JNR

JF - The journal of nursing research : JNR

SN - 1682-3141

IS - 4

M1 - e30

ER -