Presentation Title

Introducing the Basics of Evidence- Based Practice to Entry-Level Undergraduates

Format of Presentation

Poster to be presented the Friday of the conference

Presenter Information

Aruge F. NadeemFollow

Abstract

Background: Entry-level nursing undergraduate students have a limited introduction to evidence based practice (EBP) and may be unaware of the utilization of research in EBP. There is a necessity to explore the perceptions of nursing students regarding the use of EBP in clinical nursing practice.

Review: Current literature lacks evidence-based results about the knowledge and practices that could be initiated and implemented to enhance teaching and learning of EBP to entry-level undergraduate students.

Aim: To explore the perceptions, knowledge and use of EBP among the entry-level undergraduate students.

Methods: A qualitative case study approach to explore the perceptions and experiences of a research coach mentored by a faculty member in the selected course for a group of nursing students.

Results: The Research Coach program focused on the EBP project in the class room is ongoing. The results of mentoring students are in process and will be disseminated in March.

Conclusion: The findings from mentoring the students will be beneficial to understand the nursing students’ perceptions and understanding of EBP in classroom and clinical application.

Implications: The Research Coach program has implications for enhancing best teaching practices that would provide a strong foundation for increasing knowledge and practices of EBP among the nursing students.

Department

Nursing

Faculty Advisor

Melba D'Souza

Keywords

Evidence- based practice, entry level undergraduates, nursing students, mentor, faculty, teaching

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Introducing the Basics of Evidence- Based Practice to Entry-Level Undergraduates

Background: Entry-level nursing undergraduate students have a limited introduction to evidence based practice (EBP) and may be unaware of the utilization of research in EBP. There is a necessity to explore the perceptions of nursing students regarding the use of EBP in clinical nursing practice.

Review: Current literature lacks evidence-based results about the knowledge and practices that could be initiated and implemented to enhance teaching and learning of EBP to entry-level undergraduate students.

Aim: To explore the perceptions, knowledge and use of EBP among the entry-level undergraduate students.

Methods: A qualitative case study approach to explore the perceptions and experiences of a research coach mentored by a faculty member in the selected course for a group of nursing students.

Results: The Research Coach program focused on the EBP project in the class room is ongoing. The results of mentoring students are in process and will be disseminated in March.

Conclusion: The findings from mentoring the students will be beneficial to understand the nursing students’ perceptions and understanding of EBP in classroom and clinical application.

Implications: The Research Coach program has implications for enhancing best teaching practices that would provide a strong foundation for increasing knowledge and practices of EBP among the nursing students.