Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project
-
Karen D. Groller
,
Pamela Adamshick
Abstract
Background
Nurse educators are challenged to design courses that maintain rigor, promote student learning, maximize resource utilization, and ultimately prepare graduates for clinical practice.
Purpose
An innovative teaching strategy was used to educate BSN level students in nursing inquiry with a collaborative project.
Methods
Course faculty incorporated information literacy (IL) and evidence-based practice (EBP) competencies into an undergraduate research course by taking the traditional practicum research project and redesigning it as a longitudinal scoping review (ScR) collaborative project.
Results
At course conclusion, students verbalized having a deeper appreciation for nursing research, confidence in performing a literature search, and conducting a research critique.
Conclusions
The students’ contributions towards the ScR through their collaborative project work fostered personal growth in IL and EBP competencies through a meaningful project that can extend beyond the classroom to possibly influence patient care.
Research funding: None declared.
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no conflict of interest.
Informed consent: Informed consent was obtained from all individuals included in this study.
Ethical approval: This project (Study#: 19-0002) was reviewed by the Moravian College Institutional Review Board and was determined to be exempt from further review according to regulatory category 2 under 45 CFR 46.101(b) with request for exempt status.
References
Agency of Healthcare Research and Quality [AHRQ]. (2019). EPC evidence reports. Retrieved from https://www.ahrq.gov/research/findings/evidence-based-reports/index.html.Search in Google Scholar
Aglen, B. (2016). Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review. Nurse Education Today, 36, 255–263. https://doi.org/10.1016/j.nedt.2015.08.025.Search in Google Scholar
American Library Association [ALA]. (1989). Presidential committee on information literacy: Final report. In. Retrieved from https://www.ala.org/acrl/publications/whitepapers/presidential.Search in Google Scholar
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32.10.1080/1364557032000119616Search in Google Scholar
Association of College and Research Libraries [ACRL]. (2013). ACRL information literacy competency standards for nursing. Retrieved from https://www.ala.org/acrl/standards/nursing.Search in Google Scholar
Association of College and Research Libraries [ACRL]. (2015). Framework for information literacy for higher education. Retrieved from https://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/framework1.pdf.Search in Google Scholar
August-Brady, M. M. (2005). Teaching undergraduate research from a process perspective. Journal of Nursing Education, 44(11), 519–521.10.3928/01484834-20051101-09Search in Google Scholar
Badger, F. J., Daly, W., & Clifford, C. (2012). Educating tomorrow’s clinical researchers: A review of research preparation in undergraduate education. Nurse Education Today, 32, 737–743. https://doi.org/10.1016/j.nedt.2012.04.010.Search in Google Scholar
Duncan, V., & Holtslander, L. (2012). Utilizing grounded theory to explore the information-seeking behavior of senior nursing students. Journal of the Medical Library Association, 100(1), 20–27. https://doi.org/10.3163/1536-5050.100.1.005.Search in Google Scholar
ECRI Institute. (2018). ECRI guidelines trust. Retrieved from https://guidelines.ecri.org.Search in Google Scholar
Keib, C. N., Cailor, S. M., Kiersma, M. E., & Chen, A. M. H. (2017). Changes in nursing students perceptions of research and evidence-based practice after completing a research course. Nurse Education Today, 54, 37–43. https://doi.org/10.1016/j.nedt.2017.04.007.Search in Google Scholar
McCurry, M. K., & Martins, D. C. (2010). Teaching undergraduate nursing research: A comparison of traditional and innovative approaches for success with millennial learners. Journal of Nursing Education, 49(5), 276–279. https://doi.org/10.3928/01484834-20091217-02.Search in Google Scholar
McDonagh, J. E. (2018). The age of adolescence…and young adulthood. The Lancet Child and Adolescent Health, 2(4), e6. Retrieved from https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(18)30079-8/fulltext.10.1016/S2352-4642(18)30079-8Search in Google Scholar
Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(1), 5–15. https://doi.org/10.1111/wvn.12021.Search in Google Scholar PubMed
Melnyk, B. M., Gallagher-Ford, L., Zellefrow, C., Tucker, S., Thomas, B., Sinnott, L. T., & Tan, A. (2018). The first US study on nurses’ evidence-based practice competencies indicates major deficits that threaten healthcare quality, safety and patient outcomes. Worldviews on Evidence-Based Nursing, 15(1), 16–25.10.1111/wvn.12269Search in Google Scholar PubMed
Niven, E., Roy, D. E., Schaefer, B. A., Gasquoine, S. E., & Ward, F. A. (2013). Making research real: Embedding a longitudinal study in a taught research course for undergraduate nursing students. Nurse Education Today, 33, 64–68. https://doi.org/10.1016/j.nedt.2011.10.024.Search in Google Scholar PubMed
Peters, M. D. J., Godfrey, C., McInerney, P., Baldini Soares, C., Khalil, H., & D., P. (2017). Scoping Reviews In E. Aromataris & Z. Munn (Eds.), Joanna Briggs Institute Reviewer’s Manual. Australia: The Joanna Briggs Institute. Retrieved from https://reviewersmanual.joannabriggs.org/.Search in Google Scholar
Petre, K. (2019). NURS 316: applied research: Home. Retrieved from https://moravian.libguides.com/nurs316.Search in Google Scholar
Phelps, S. F., & Hyde, L. (2018). Integrating information literacy into the academic curriculum and nursing practice. In S. F. Phelps, J. P. Wolf, & L. Hyde (Eds.), The intersection (pp. 95–113). Philadelphia, PA: Elsevier.10.1016/B978-0-08-101282-6.00008-6Search in Google Scholar
Phelps, S. F., Hyde, L., & Wolf, J. P. (2015). Introducing information literacy competency standards for nursing. Nurse Educator, 40(6), 278–280. https://doi.org/10.1097/NNE.000000000000017.Search in Google Scholar
PRISMA. (2015). PRISMA flow diagram. Retrieved from https://prisma-statement.org/PRISMAStatement/FlowDiagram.Search in Google Scholar
Quality Safety Education for Nurses [QSEN]. (2019). QSEN competencies. Retrieved from https://qsen.org/competencies/pre-licensure-ksas/.Search in Google Scholar
Ross, J. G., & Burrell, S. A. (2019). Nursing students’ attitudes toward research: An integrative review. Nurse Education Today, 82, 79–87. https://doi.org/10.1016/j.nedt.2019.08.006.Search in Google Scholar PubMed
Sin, M., & Bliquez, R. (2017). Teaching evidence based practice to undergraduate nursing students. Journal of Professional Nursing, 33, 447–451. https://doi.org/10.1016/j.profnurs.2017.06.003.Search in Google Scholar PubMed
Turning Research Into Practice [TRIP]. (2019). TRIP database. Retrieved from https://www.tripdatabase.com.Search in Google Scholar
© 2020 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Editorial
- A note of gratitude
- Research Articles
- Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation
- Use of phenomenography in nursing education research
- A comparison of RN licensure test plans: the United States and China with implications for the Chinese nursing licensure exam
- From practical nurse to bachelor of nursing student: bridging the transition
- A caring model for nursing education
- Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda
- Nursing student-patient relationship – a 10-year comparison study in Finland
- An educational intervention to promote civility in nursing: a pilot study
- Self-compassion in undergraduate nursing: an integrative review
- Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review
- Assessing knowledge of genomic concepts among Canadian nursing students and faculty
- Nurse students’ attitudes toward the nursing profession after witnessing workplace violence
- The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students
- Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students
- Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course
- Concept-based curriculum: design and implementation strategies
- Assessing the impact of mentorship on nurses’ and midwives’ knowledge and self-efficacy in managing postpartum hemorrhage
- Teaching evidence-based nursing practice to student nurses in developing countries: strategies for novice nurse educators
- Nursing students’ perceptions of and experiences coping with stress in clinical practice
- Unpacking the hidden curriculum in nursing education: clinical placements abroad
- Facilitating and hindering experiences to the development of humanistic caring in the academic and clinical settings: an interpretive phenomenological study with nursing students and nurses
- Resilience in first and second semester baccalaureate nursing students
- Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty
- The potential for learning within hospital learning communities: the interplay between nursing practice and education to support research ability
- Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project
- The effect of linguistic modification on English as a second language (ESL) nursing student retention
- Perceived stress, physiological stress reactivity, and exit exam performance in a prelicensure Bachelor of Science nursing program
- A Comparative Analysis of Teaching and Evaluation Methods in Nurse Practitioner Education Programs in Australia, Canada, Finland, Norway, the Netherlands and USA
- Gett’n on the bus: evaluation of Sentinel City®3.0 virtual simulation in community/population health clinical placement
- Intentional learning: a student-centered pedagogy
- Journey to simulation program accreditation
- Effect of a rapid e-learning module and brief interprofessional simulation event on medical and nursing student collaborative attitudes and behaviors
- Using Participatory Action Research to Explore the Nursing Academic Work Environment
- Theoretical Approaches to Studying Incivility in Nursing Education
- Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey
- Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student
- Effect of an Educational Intervention Delivered to Senior Nursing Students to Strengthen Spiritual Care for People with Chronic Illness
- A Description of the Characteristics and Behaviors of Master Teachers in Nursing
Articles in the same Issue
- Editorial
- A note of gratitude
- Research Articles
- Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation
- Use of phenomenography in nursing education research
- A comparison of RN licensure test plans: the United States and China with implications for the Chinese nursing licensure exam
- From practical nurse to bachelor of nursing student: bridging the transition
- A caring model for nursing education
- Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda
- Nursing student-patient relationship – a 10-year comparison study in Finland
- An educational intervention to promote civility in nursing: a pilot study
- Self-compassion in undergraduate nursing: an integrative review
- Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review
- Assessing knowledge of genomic concepts among Canadian nursing students and faculty
- Nurse students’ attitudes toward the nursing profession after witnessing workplace violence
- The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students
- Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students
- Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course
- Concept-based curriculum: design and implementation strategies
- Assessing the impact of mentorship on nurses’ and midwives’ knowledge and self-efficacy in managing postpartum hemorrhage
- Teaching evidence-based nursing practice to student nurses in developing countries: strategies for novice nurse educators
- Nursing students’ perceptions of and experiences coping with stress in clinical practice
- Unpacking the hidden curriculum in nursing education: clinical placements abroad
- Facilitating and hindering experiences to the development of humanistic caring in the academic and clinical settings: an interpretive phenomenological study with nursing students and nurses
- Resilience in first and second semester baccalaureate nursing students
- Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty
- The potential for learning within hospital learning communities: the interplay between nursing practice and education to support research ability
- Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project
- The effect of linguistic modification on English as a second language (ESL) nursing student retention
- Perceived stress, physiological stress reactivity, and exit exam performance in a prelicensure Bachelor of Science nursing program
- A Comparative Analysis of Teaching and Evaluation Methods in Nurse Practitioner Education Programs in Australia, Canada, Finland, Norway, the Netherlands and USA
- Gett’n on the bus: evaluation of Sentinel City®3.0 virtual simulation in community/population health clinical placement
- Intentional learning: a student-centered pedagogy
- Journey to simulation program accreditation
- Effect of a rapid e-learning module and brief interprofessional simulation event on medical and nursing student collaborative attitudes and behaviors
- Using Participatory Action Research to Explore the Nursing Academic Work Environment
- Theoretical Approaches to Studying Incivility in Nursing Education
- Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey
- Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student
- Effect of an Educational Intervention Delivered to Senior Nursing Students to Strengthen Spiritual Care for People with Chronic Illness
- A Description of the Characteristics and Behaviors of Master Teachers in Nursing
