How Evidence Based Practice are Helpful In Nursing Education
What Is Evidence Based Practice
Evidence based
practice (EBP) in nursing education is a vigilant, exhaustive process of
selecting the best practice to achieve the highest standards of education to
meet the planned objectives in a cost-effective man, which prepare nursing
students with what they need to practice safely.
Implementation of EBP In Nursing Education
Nursing education is still in its early steps in formulating a specific EBP framework. Similar to nursing practice, the adoption of EBP in nursing education is essential to promote better quality education that reflects best practice, and creates positive attitudes among students toward the use of EBP at work. Decisions in EBP nursing education imply the adoption of best evidence in educational dialect elements, including content , strategies of teaching , and student evaluation.It is the responsibility of nursing educators , researchers, and experts to present evidence to guide student learning and practice.
Students need to spend more time on under standing the role of evidence in promoting better quality care, enhancing patient safety, and minimizing unnecessary resource waste. Students (and nurses) adhere better to EBP when they acknowledge that EBP improves time utilization, decreases job related stress and burnout, and enhances work outcome (Scott & McSherry , 2009).EBP is inherently present within the process of formulating nursing care plans. Students perform a comprehensive patient assessment, and, based on the data from this assessment, they set nursing diagnoses that best reflect patients' needs.
Hence, students use the best available evidence from patient data to structure their nursing care. Nursing students need to be oriented to the principles of EBP so that they become part of the development , a more integrative EBP in nursing, which could occur by adopting strategies in education that allow for this engagement to occur. For instance, the use of technologies ( eg , patient simulation and computer-based modules) to improve students' knowledge.
Attitudes toward EBP, decision making, and clinical reasoning demonstrated positive outcomes (Hart et al., 2008).Additionally, setting examples of what EBP can bring to students' daily activities and how this practice would save their efforts might be one way of encouraging students to engage in EBP. These examples could be presented in classrooms, laboratories, and clinical settings.
Evidence Based Practices In Nursing Education
The
attention in EBP nursing education should be directed to the major components
of the learning situation. These components are nurse educator, content,
teaching learning strategy, and students. The decision to adopt EBP rests on
nursing educators. There are, however, factors that influence this adoption,
including knowledge in educational principles , finding and reviewing evidence,
faculty practices, change in education strategies/ practices, and finding and
judging evidence (Al Hadid & Al Barmawi , 2012). Addressing these issues
would improve nurse educators adherence to principles of EBP.
The process of devising, implementing, and evaluating teaching plans is essential for EBP models to be successful. This area concerns mainly the educators, who assume the role of defining the objectives, material (content), methods of delivering this material , minimal level of standards to pass, and evaluation methods. It is important for edu cators to be aware of all required steps to move through this process according to EBP principles.In order to improve EBP implementation, teaching strategies need to adopt more collaborative models in theory and clinical courses ( Salminen , Minna , Sanna , Jouko , & Helena, 2013) .
These models include computer-based and interactive teaching strategies (Hart et al. 2008) and developing collaborative partnerships between academics and clini cians (Spiel & Strohmeier , 2012).Modifying students' attitudes toward EBP is a priority in nursing. Researchers have reported negative students' attitudes resulting from lack of knowledge and mythical assumptions about EBP (Kim, Brown, Fields, & Stichler , 2009). Frequent exposure to concepts of EBP produces a sense of familiarity , thus minimizing the negative attitudes, including knowledge in educational principles , finding and reviewing evidence, faculty practices, change in education strategies/ practices, and finding and judging evidence ( Al Hadid & Al Barmawi , 2012).
Addressing these issues would improve nurse educators adherence to principles of EBP.Theory as well as practice gaps are inherently present in nursing education. Theory content provided in classrooms often reflects knowledge within textbooks by the time this content is used, it may contain outdated information. Clinical courses usually have similar issues, and are often even more outdated. Although checklists and procedure guidelines are in the core of EBP in nursing, their review does not usually take place on a regular basis.
It is, therefore, crucial that revisions for theoretical and practical content be made on a regular basis to avoid outdated information. They should also reflect community and client needs.The process of devising, implementing, and evaluating teaching plans is essential for EBP models to be successful. This area concerns mainly the educators, who assume the role of defining the objectives, material (content), methods of delivering this material , minimal level of standards to pass, and evaluation methods. It is important for educaters to be aware of all required steps to move through this process according to EBP principles.
In order to improve EBP implementation, teaching strategies need to adopt more collaborative models in theory and clinical courses ( Salminen , Minna , Sanna , Jouko , & Helena, 2013) . These models include computer-based and interactive teaching strategies (Hart et al. 2008) and developing collaborative partnerships between academics and clinicians (Spiel & Strohmeier , 2012).Modifying students' attitudes toward EBP is a priority in nursing.Researchers have reported negative students' attitudes resulting from lack of knowledge and mythical assumptions about EBP (Kim, Brown, Fields, & Stichler , 2009).
Frequent exposure to concepts of EBP produces a sense of familiarity , thus minimizing the negative attitudes, engaging students in the process of gener ating evidence and formulating best educational practices during their study fosters learning, solving problems, and clinical decision making ( Bender , 2007).Nurse educators are responsible for providing students with the best learning experiences. The adoption of EBP in nursing education promotes the realization of this responsibility ability . Elements composing the learning-teaching process should be addressed to build a successful model of EBP in nursing education.
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