Realizing APN-Level Evidence-Based Practice Efforts: A Multiple-Skill Development Model.

Realizing APN-Level Evidence-Based Practice Efforts: A Multiple-Skill Development Model. Research Abstract Details 

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Realizing APN-Level Evidence-Based Practice Efforts: A Multiple-Skill Development Model. Abstract Text:

Clare M Hopkins,

Objective: To test a nursing education model to facilitate development of the multiple research-related critiquing, implementation, and entrepreneurial skills needed by master's students to promote effective EBP efforts. Design: Piloting a two-course research experience model, students honed critiquing skills for evaluating evidence through an integrated literature review, developed implementation skills by designing and presenting an EBP-change proposal to health care personnel (HCP), and developing entrepreneurial skills for promoting agency adoption of the change through an agency assessment and an evaluation of post-presentation HCP responses. Population: Graduate nursing students in a Southwestern Pennsylvania college. Method: Teaching/learning strategies included didactic methods to summarize topics, interactive group work to hone collaborative and entrepreneurial skills, and assignments to hone critical-thinking and presentation skills prior to presenting the proposal to HCP. A wrap-up session was used to discuss the process and realities of attempts to implement EBP change. Findings: Using this model, examples of students' EBP change efforts included both fall-risk assessment and prevention strategies and staff hand-washing techniques/education in long-term care facilities, self-scheduling in an ICU, acrylic nail use by hospital HCP, and efforts to create NP roles in a same-day surgery unit and a specialty plastic surgery practice. Conclusions: To realize EBP efforts, graduate students must develop a range of research-related skills. The use of one nursing education model that added entrepreneurial skills to facilitate agency "buy-in" for EBP change has been found to increase student interest both in evaluating research findings and in conducting EBP efforts. The model has been implemented as a capstone experience in the pilot institution. Implications: Advanced practice nurses play a pivotal role in bringing research into clinical practice. Nurse educators can facilitate APN student development into this role through the use of models that teach multiple research-related skills for evaluating and selling EBP to HCP.

Realizing APN-Level Evidence-Based Practice Efforts: A Multiple-Skill Development Model. Publishing Authors By Initials

CM Hopkins,

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PUBLICATION TYPE: Journal Article

Journal: Worldviews on evidence-based nursing / Sigma Theta

VOLUME: 1

Page Numbers: 231

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ISSN: 1545-102X

DAY: 14

MONTH: 12

YEAR: 2004

Realizing APN-Level Evidence-Based Practice Efforts: A Multiple-Skill Development Model. Information

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LANGUAGE: eng

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AFFILIATION: Division of Nursing, Carlow College, Pittsburgh, Pennsylvania, USA.

Country: United States

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MEDLINETA: Worldviews Evid Based Nurs

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