Using a Pedagogical Approach to Integrate Evidence-Based Teaching in an Undergraduate Women's Health Course
| Autor: | Katy Dawley, Joan Rosen Bloch, Amy McKeever, Patricia D. Suplee, Gerri Scherzer |
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| Rok vydání: | 2010 |
| Předmět: |
Evidence-Based Medicine
Evidence-based practice business.industry Teaching Teaching method education MEDLINE General Medicine Evidence-based medicine Nursing Critical thinking New England Content analysis Humans Women's Health Medicine Female Students Nursing Nurse education Education Nursing business Qualitative Research General Nursing Education Medical Undergraduate Qualitative research |
| Zdroj: | Worldviews on Evidence-Based Nursing. 8:116-123 |
| ISSN: | 1545-102X |
| DOI: | 10.1111/j.1741-6787.2010.00210.x |
| Popis: | Background: Evidence-based practice (EBP) is promoted as a foundation for nursing practice. However, the 2005 U.S. survey of nurses revealed that they do not have requisite skills for EBP. Purpose and Goals: To evaluate a pedagogical approach aimed at (1) fostering undergraduate nursing students EBP competencies, and (2) identifying gaps in the literature to direct future women's health research. Methods: A secondary analysis of data abstracted from required EBP clinical journals for an undergraduate women's health course in which students (n = 198) were asked to find evidence to answer their clinical questions. Content analysis was used to identify main themes of the topics of inquiry. Results: Students identified 1,808 clinical questions and 30.3% (n = 547) of these could not be answered or supported by evidence in the literature. Conclusions: This assignment was an important teaching and assessment tool for EBP. Questions reflected critical thinking and quest for in-depth knowledge to support nursing practice. Some students lacked skills in searching databases and a significant number of knowledge gaps were identified that can direct women's health research. |
| Databáze: | OpenAIRE |
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