All Ireland Society for Higher Education
| Name: | Therese Leufer |
|---|---|
| Email: | therese.leufer@dcu.ie |
| Institution: | Dublin City University |
"Cleary-Holdforth, Joanne, joanne.cleary-holdforth@dcu.ie
AISHE Membership Number 149
The concept of evidence-based practice (EBP) is very relevant in the current societal and healthcare climate that espouses consumerism, budget cuts, accountability, rapidly advancing technology and, of course, litigation. The main aim of evidence-based practice is to optimise outcomes for patients and clients by selecting interventions that have the greatest chance of success. EBP clearly has implications for nurse education and in particular the way in which research is presented and delivered to students. As nurse educators, the importance of introducing EBP at curricular level emerged as a priority. With this in mind, two undergraduate research modules were amalgamated and modified to embed a culture of EBP through the teaching, assessing and delivery of module content.
A study to aimed at evaluating this approach was undertaken simultaneously. Teaching and assessment were structured around the Five Steps of EBP in an attempt to render the principles and process of EBP meaningful for students. The study design was descriptive exploratory using non-probability convenience sampling. Data collection involved the distribution of two separate questionnaires (Evidence Based Practice Beliefs Scale© and Evidence Based Practice Implementation Scale©). The sampling frame was a total of 217 students currently pursuing degree level studies in nursing. Of these, 173 were pre-registration undergraduate nursing students and 44 were post-registration undergraduate nursing students.
Quantitative data from the questionnaires have generated some interesting statistics on aspects relating to EBP beliefs, attitudes and values and to a lesser degree EBP implementation. In relation to direct patient care, participants strongly agreed that EBP results in the best clinical care for patients (M 4.54 SD 0.624). However, when participants were asked whether they believed that their care was evidence-based their responses tended to cluster around the neutral value on the scale. These findings are reflected in the EBPI scale, suggesting that EBP implementation is an area that requires significant attention. Findings from this study also reinforce the current evidence that advocates the integration of EBP into nursing curricula. If we change the beliefs and attitudes of nursing students through our curriculum we are presented with the very real opportunity to influence practice on a wider scale. This research-led approach to teaching and learning will enhance not only the employability of students but also foster reflexivity in the practice of teaching within the academy. Further phases of this study are currently underway.