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Modern methods of teaching health science students in evidence-based practice – a review of the world scientific literature

TL;DR: The up-to-date world scientific literature on a broadly defined issue of modern methods of teaching health science students regarding the use of recent research results in everyday clinical practice, i.e. Evidence-based Practice, was analyzed.
Abstract: Background: The present world literature widely discusses the use of Evidence-based Practice in selected groups of professionals in health sciences. The aim of the study: The aim of the study was to analyse the up-to-date world scientific literature on a broadly defined issue of modern methods of teaching health science students regarding the use of recent research results in everyday clinical practice, i.e. Evidence-based Practice. Material and methods: The analysis involved the world scientific literature indexed in the following databases: EMBASE, PROQUEST, PUBMED, and SCOPUS. The analysis comprised articles written in English between the years 2000 and 2013 (date of publication: between January 1st, 2000 and November 12th, 2013). A total of 1001 articles on the use of EBP in selected groups of professionals in health sciences were found, including 43 publications devoted to methods of teaching EBP to students; EMBASE - 1 item, Proquest - 11 items, PUBMED - 10 items, Scopus - 21 items. Since 5 publications were indexed in several databases at the same time, 38 publications were qualified for the analysis. Results: Publications devoted to teaching EBP to nurses were prevailing. A series of 6 specialist publications entitled Understanding research was found in the Practising Midwife. One of the publications was devoted to Physiotherapy students; none of the publications was devoted to Nutrition students. Conclusions: 1. There is a need to increase the awareness of academic teachers regarding the necessity for modern teaching of evidence-based everyday clinical practice to students. 2. The limitations in teaching students how to use research evidence in their professional practice are objective and they require system changes with reference to the clinical training of health science students.
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Journal ArticleDOI
TL;DR: Nurse leaders and educators must provide learning opportunities regarding EBP and facilitate supportive cultures to achieve the Institute of Medicine’s 2020 goal that 90% of clinical decisions be evidence-based.
Abstract: This descriptive survey assessed the perception of evidence-based practice (EBP) among nurses in the United States. Although evidence-based healthcare results in improved patient outcomes and reduced costs, nurses do not consistently implement evidence-based best practices. A descriptive survey was conducted with a random sample of 1015 RNs who are members of the American Nurses Association. Although nurses believe in evidence-based care, barriers remain prevalent, including resistance from colleagues, nurse leaders, and managers. Differences existed in responses of nurses from Magnet® versus non-Magnet institutions as well as nurses with master's versus nonmaster's degrees. Nurse leaders and educators must provide learning opportunities regarding EBP and facilitate supportive cultures to achieve the Institute of Medicine's 2020 goal that 90% of clinical decisions be evidence-based.

452 citations


"Modern methods of teaching health s..." refers background in this paper

  • ...Evidence-based practice (EBP) is a problem-solving approach to clinical care that incorporates the conscious use of the current best available evidence, a clinician’s expertise, and the patient’s values [1-37]....

    [...]

  • ...Since 6 publications were indexed in several databases at the same time, 38 publications were qualified for the analysis [1-38]....

    [...]

  • ...• Evaluate the effectiveness and efficiency of the process [1-38]....

    [...]

  • ...Most studies have been focused in one of two areas: nursing students’ perceptions of the value of research, and their skills in information literacy [1-37]....

    [...]

  • ...The notion of EBP is now central to the planning and implementation of health care systems internationally [1-37]....

    [...]

Journal ArticleDOI
TL;DR: Investigation of Swedish university nursing students' experience of educational support for research utilization and capability beliefs regarding evidence-based practice skills found differences between universities have implications for curricula, pedagogical perspectives in nursing education and the potential to implement evidence- based practice in healthcare settings.
Abstract: florin j., ehrenberg a., wallin l. & gustavsson p. (2011) Educational support for research utilization and capability beliefs regarding evidence-based practice skills: a national survey of senior nursing students. Journal of Advanced Nursing 68(4), 888–897. Abstract Aim. The aim of the study was to investigate Swedish university nursing students’ experience of educational support for research utilization and capability beliefs regarding evidence-based practice skills. Background. Nursing programmes are offered at 26 universities in Sweden and even though there are common regulations for nursing education at the national level, substantial variations are found in local curricula. Little is known about students’ capability beliefs regarding evidence-based practice skills, particularly in comparison across universities. Methods. A cross-sectional survey design using self-administered postal questionnaires was conducted in 2006. A total of 1440 students (from 26 different universities) participated, constituting 68% of the national population of nursing students in their 6th and final semester. Results. Campus education supported the students to a greater extent than clinical education in following the development of knowledge in an area of interest, using research findings, and acquiring knowledge on how to pursue changes in clinical practice. Perceived support during campus education varied between universities. Students reported high capability beliefs regarding evidence-based practice skills, but large differences were found between universities for: stating a searchable question, seeking out relevant knowledge and critically appraising and compiling best knowledge. Conclusion. The identified differences between universities concerning the students’ perceived support for research utilization and their capability beliefs regarding evidence-based practice skills have implications for curricula, pedagogical perspectives in nursing education and the potential to implement evidence-based practice in healthcare settings. Further studies are warranted to investigate students’ individual characteristics and organizational characteristics as determinants of research utilization support and capability beliefs regarding evidence-based practice skills.

105 citations


"Modern methods of teaching health s..." refers background in this paper

  • ...Evidence-based practice (EBP) is a problem-solving approach to clinical care that incorporates the conscious use of the current best available evidence, a clinician’s expertise, and the patient’s values [1-37]....

    [...]

  • ...Since 6 publications were indexed in several databases at the same time, 38 publications were qualified for the analysis [1-38]....

    [...]

  • ...• Evaluate the effectiveness and efficiency of the process [1-38]....

    [...]

  • ...Most studies have been focused in one of two areas: nursing students’ perceptions of the value of research, and their skills in information literacy [1-37]....

    [...]

  • ...The notion of EBP is now central to the planning and implementation of health care systems internationally [1-37]....

    [...]

Journal ArticleDOI
TL;DR: Issues inhibiting evidence-based nursing, such as time factors, access to information and resources, nurses' research knowledge, skills, and learning opportunities, and the current nursing culture are outlined.
Abstract: To improve patient outcomes currently and in the future, it is important that an evidence-based approach to nursing care be incorporated into clinical practice settings. Nurse educators and clinical nurse educators have a mandate to model and facilitate evidence-based nursing through learning activities. Unfortunately, issues present within clinical practice settings have made this approach difficult for registered nurses to fully incorporate into practice. This article outlines issues inhibiting evidence-based nursing, such as time factors, access to information and resources, nurses' research knowledge, skills, and learning opportunities, and the current nursing culture. Strategies for change that can be used by clinical nurse educators to enhance the use of evidence-based nursing in clinical practice areas are also described.

92 citations


"Modern methods of teaching health s..." refers background or methods in this paper

  • ...Evidence-based practice (EBP) is a problem-solving approach to clinical care that incorporates the conscious use of the current best available evidence, a clinician’s expertise, and the patient’s values [1-37]....

    [...]

  • ...Since 6 publications were indexed in several databases at the same time, 38 publications were qualified for the analysis [1-38]....

    [...]

  • ...• Evaluate the effectiveness and efficiency of the process [1-38]....

    [...]

  • ...The notion of EBP is now central to the planning and implementation of health care systems internationally [1-37]....

    [...]

  • ...A total of 22 publications were included in the final analysis [1-22]....

    [...]

Journal ArticleDOI
TL;DR: The results indicated that master's prepared faculty had significantly higher mean scores in the practice of EBP as compared with doctorally prepared faculty, and although faculty positively viewed EBP, their attitude toward EBP was more positive than their knowledge/skills and practice ofEBP.

87 citations


"Modern methods of teaching health s..." refers background or methods in this paper

  • ...Evidence-based practice (EBP) is a problem-solving approach to clinical care that incorporates the conscious use of the current best available evidence, a clinician’s expertise, and the patient’s values [1-37]....

    [...]

  • ...Since 6 publications were indexed in several databases at the same time, 38 publications were qualified for the analysis [1-38]....

    [...]

  • ...• Evaluate the effectiveness and efficiency of the process [1-38]....

    [...]

  • ...Most studies have been focused in one of two areas: nursing students’ perceptions of the value of research, and their skills in information literacy [1-37]....

    [...]

  • ...The notion of EBP is now central to the planning and implementation of health care systems internationally [1-37]....

    [...]

Journal ArticleDOI
TL;DR: The EBP-focused interactive teaching strategy was effective in improving the knowledge and use of EBP among nursing students but not attitudes toward or future use ofEBP.
Abstract: Title. Evidence-based practice-focused interactive teaching strategy: a controlled study. Aim. This paper is a report of a study to evaluate the effectiveness of the evidence-based practice (EBP)-focused interactive teaching (E-FIT) strategy. Background. Although EBP is a mandatory competency for all healthcare professionals, little is known about the effectiveness of E-FIT in nursing. Methods. A quasi-experimental, controlled, pre- and post-test study involving senior, 4th-year nursing students (N = 208) at two nursing schools in the USA was carried out from August 2007 to May 2008. The experimental group (n = 88) received the E-FIT strategy intervention and the control group (n = 120) received standard teaching. A Knowledge, Attitudes and Behaviors Questionnaire for Evidence-Based Practice was used to assess the effectiveness of the E-FIT strategy. Results. Independent t-tests showed that the experimental group had statistically significant higher post-test Evidence-Based Practice Knowledge (mean difference = 0·25; P = 0·001) and Evidence-Based Practice Use (mean difference = 0·26; P = 0·015) subscale scores compared to the control group, but showed no statistically significant differences in Attitudes toward Evidence-Based Practice and Future Use of Evidence-Based Practice (mean difference = −0·12; P = 0·398 and mean difference = 0·13; P = 0·255 respectively). Hierarchical multiple regression analyses of the post-test data indicated that the intervention explained 7·6% and 5·1% of variance in Evidence-Based Practice Knowledge and Evidence-Based Practice Use respectively. Conclusion. The EBP-focused interactive teaching strategy was effective in improving the knowledge and use of EBP among nursing students but not attitudes toward or future use of EBP.

79 citations


"Modern methods of teaching health s..." refers background or methods in this paper

  • ...Evidence-based practice (EBP) is a problem-solving approach to clinical care that incorporates the conscious use of the current best available evidence, a clinician’s expertise, and the patient’s values [1-37]....

    [...]

  • ...Since 6 publications were indexed in several databases at the same time, 38 publications were qualified for the analysis [1-38]....

    [...]

  • ...• Evaluate the effectiveness and efficiency of the process [1-38]....

    [...]

  • ...Most studies have been focused in one of two areas: nursing students’ perceptions of the value of research, and their skills in information literacy [1-37]....

    [...]

  • ...The notion of EBP is now central to the planning and implementation of health care systems internationally [1-37]....

    [...]