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Title: Tackling evidence-based practice in nursing education
Author: Leufer, Therese
ISNI:       0000 0004 6059 4330
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2016
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This study addresses the challenge of preparing undergraduate student nurses to be able to engage profitably in Evidence -based Practice. It focuses on the tension between learning about Evidence-based Practice within the Academy and the competencies and skills required to utilise it in clinical settings. Evidence-based Practice is a dynamic process which has core components and defined steps. Nurse education programmes are required by regulatory bodies to prepare nurses to utilise the best evidence to underpin their practice. However, they provide no specific guidance on how this should be organised and delivered or how it can be measured within nurse education programmes. This study evaluated a teaching module in nurse education which was re-designed to embed Evidence-based Practice into its teaching, learning and assessment strategies. The new module aimed to foster capability for Evidence-based Practice at undergraduate level through specifically modified teaching, learning and assessment strategies; and to evaluate the impact of the intervention on the attitudes, beliefs, knowledge and utilisation of Evidence-based Practice. The study was a pre-test/post-test quasi-experimental design employing two questionnaires administered to the same cohort on two separate occasions. The pre-test was administered immediately before the module commenced; the post-test was administered after the module, following a year-long placement in clinical nursing practice. Participants were also asked two free text response qualitative questions regarding their views on aspects relating to Evidence-based Practice in practice. Results indicated static levels of knowledge, attitudes and beliefs about Evidence-based Practice between pre-test and post-test phases. Declined levels of utilisation were demonstrated on post-test measurement. The findings suggest that programme-wide curricular reform coupled with a focused, structured collaboration with clinical partners is required if Evidence-based Practice is to become embedded in nurse education and practice. A number of theoretical perspectives offer real promise of greater insight and understanding of how nurses learn, know and practice and the factors that can and do affect these characteristics. Such insight could facilitate more sensitive, appropriate and targeted integration of Evidence-based Practice knowledge into practice ensuring its success and sustainability
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available