Academic literature on the topic 'Evidence-based nursing – Study and teaching'
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Journal articles on the topic "Evidence-based nursing – Study and teaching"
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Kim, Son C., Caroline E. Brown, Willa Fields, and Jaynelle F. Stichler. "Evidence-based practice-focused interactive teaching strategy: a controlled study." Journal of Advanced Nursing 65, no. 6 (June 2009): 1218–27. http://dx.doi.org/10.1111/j.1365-2648.2009.04975.x.
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Belowska, Jarosława, Mariusz Panczyk, Aleksander Zarzeka, and Joanna Gotlib. "Knowledge and attitudes of nursing students towards evidence-based medicine and evidence-based nursing practice." Polish Journal of Public Health 125, no. 4 (December 1, 2015): 201–4. http://dx.doi.org/10.1515/pjph-2015-0055.
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Abstract Introduction. Modern nursing practice requires Nursing students to expand their knowledge both in the field of specialized nursing and learning the basics of medicine, as based on scientific evidence. The dissemination of research activities in nursing and the development of the profession, knowledge and practice based on Evidence-based Nursing may contribute to the increase of the effectiveness and improving the quality of healthcare services. Nursing teaching curricula should include subjects related to Evidence-based Medicine, such as scientific research methodology or critical analysis of scientific literature. Aim. The aim of the study was to analyze the knowledge and attitudes of nursing students towards Evidence-based Medicine (EBM) and Evidence-based Nursing Practice (EBNP). Material and methods. Out of 127 Master’s degree students in Nursing at the Medical University of Warsaw (4 men), 72% work as a nurse. Mean age of the study group was 26.55 years (min. 22, max. 51, SD=7.52) with 63% of the students attending full-time studies, with 90% being students of the first year. Some 53% earned their bachelor’s degree in Nursing in 2013. A standardized Evidence – Based Practice Profile Questionnaire from University of South Australia, quantitative analysis of the study results. Results. Nearly 30% of the respondents have never encountered EBM or EBNP during their time at the University (n=41). Most students intend to use relevant scientific literature in order to update their knowledge (n=68) and to upgrade their skills, so as to integrate EBNP into their everyday professional practice (n=67). Some 60% of the respondents deem scientific reports useful for their work (n=76) but nearly half of them regards clinical experience as more important than the results of scientific studies, when it comes to making the right decisions in their professional practice (n=56). Nearly a half of the studied group (n=66) have never heard about the term minimum clinically worthwhile effect and only one person declared the correct explanation systematic review (n=1). 42% declare reading published scientific studies once a month but nearly 30% have never referred scientific findings to their own diagnosis (n=41) and 40% have never assessed its methodological correctness (n=51). Conclusions. 1. The educational programs in the framework of Nursing studies should be supplemented with subjects of EBM and EBNP, so as to expand the nursing students’ knowledge and let them reap the benefits of using the latest study results in their future professional practice. 2. The level of knowledge about the principles of assessment of reliability of scientific evidence was strongly insufficient and requires urgent supplementation of knowledge and skills of students in this area. 3. It is necessary for students to update their knowledge, particularly when it comes to using the latest scientific literature in everyday clinical practice and skills connected with critical analysis of scientific evidence.
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Šakalytė, Danguolė, and Valdonė Indrašienė. "EVIDENCE-BASED PRACTICE TEACHING INTEGRATION IN COLLEGE NURSING STUDIES: HISTORICAL AND LEGAL ASPECTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 685–95. http://dx.doi.org/10.17770/sie2021vol1.6182.
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To better understand and analyze the education of evidence-based practice, it is necessary to review the context and premises of the formation of evidence-based practice itself. The beginning of the evidence-based practice movement in the teaching of health professionals’ dates back to 1910 and looking at the health care system; first, there was evidence-based medicine. In 1990, Sackett's initiative at McMaster University in Canada, it was decided to change the term "evidence-based medicine" to "evidence-based practice" (Mackey Bassendowski, 2017; Thom Eaves, 2015). In nursing, the beginning of evidence-based practice is linked to the reforms of nursing science and practice by the first nursing researcher, Florence Nightingale, from 1854 to 1910, although the term of “evidence-based practice” was not yet known at the time. The professional training of nurses as one of the leading health professionals is related to health policy and the development of nursing science. The European Qualifications Framework (EHEA) defines the expected learning outcomes for professionals with a bachelor's degree, including the skills to find, evaluate, reflect, and apply scientific information in practice (Bologna Working Group, 2005). Despite international and national recommendations, it is difficult for many higher education institutions to refine the steps of teaching evidence-based practice in nursing study programs. These difficulties are revealed by the ambiguity in the definition of the concept of evidence-based practice (Horntvedt et al. 2018).The problematic question is: What is the basis for integrating evidence-based practice training into college nursing study programs?The study is based on the scientific literature review.
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Martínez-Linares, Jose Manuel, Rocío Martínez-Yébenes, Francisco Antonio Andújar-Afán, and Olga María López-Entrambasaguas. "Assessment of Nursing Care and Teaching: A Qualitative Approach." International Journal of Environmental Research and Public Health 16, no. 15 (August 3, 2019): 2774. http://dx.doi.org/10.3390/ijerph16152774.
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Background: The reform of the Spanish higher education to adapt to the European Higher Education Area involves, among other issues, the students’ participation in the curriculum assessment. The aim is to understand the insights of both nursing professionals and current undergraduate students of nursing on the connection between the knowledge acquired throughout the degree and the professional healthcare practice. Methods: An exploratory, descriptive qualitative study was carried out at a Spanish University. By convenience sampling, twelve nursing professionals and twelve 4th-year students of the Degree in Nursing were included. In two phases, twelve semi-structured interviews and two focus groups were conducted in order to triangulate data. A thematic analysis of data was carried out, later to be coded by two researchers. Results: Two main themes were identified: Evidence-based nursing vs. experience-based nursing, and a theory-practice gap. The topics that were specifically highlighted were the coexistence between professionals who work according to evidence and those whose work is based on experience, and the lack of connection between the training received during the degree and actual healthcare practice. Conclusion: Nursing care work varies in terms of the implementation of evidence-based care. Nursing training is perceived as being affected by a theory-practice gap. To achieve the linking between nursing theory and practice, a great effort on stakeholders would be needed.
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Patelarou, Athina E., Enkeleint A. Mechili, María Ruzafa-Martinez, Jakub Dolezel, Joanna Gotlib, Brigita Skela-Savič, Antonio Jesús Ramos-Morcillo, et al. "Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review." International Journal of Environmental Research and Public Health 17, no. 17 (August 31, 2020): 6351. http://dx.doi.org/10.3390/ijerph17176351.
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Background: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much engaged and have a lack of knowledge and skills. Aim: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students. Methods: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance. Results: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies. Conclusions: EBP training can improve nursing students’ capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization.
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Skela-Savič, Brigita, Joanna Gotlib, Mariusz Panczyk, Athina E. Patelarou, Urban Bole, Antonio Jesús Ramos-Morcillo, Stefano Finotto, et al. "Teaching evidence-based practice (EBP) in nursing curricula in six European countries—A descriptive study." Nurse Education Today 94 (November 2020): 104561. http://dx.doi.org/10.1016/j.nedt.2020.104561.
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Chu, Tsung-Lan, Jeng Wang, Lynn Monrouxe, Yu-Chih Sung, Chen-li Kuo, Lun-Hui Ho, and Yueh-E. Lin. "The effects of the flipped classroom in teaching evidence based nursing: A quasi-experimental study." PLOS ONE 14, no. 1 (January 15, 2019): e0210606. http://dx.doi.org/10.1371/journal.pone.0210606.
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Myrick, Florence, Florence Luhanga, Diane Billay, Vicki Foley, and Olive Yonge. "Putting the Evidence into Preceptor Preparation." Nursing Research and Practice 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/948593.
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The term evidence-based practice refers to the utilization of knowledge derived from research. Nursing practice, however, is not limited to clinical practice but also encompasses nursing education. It is, therefore, equally important that teaching preparation is derived from evidence also. The purpose of this study was to examine whether an evidence-based approach to preceptor preparation influenced preceptors in a assuming that role. A qualitative method using semistructured interviews was used to collect data. A total of 29 preceptors were interviewed. Constant comparative analysis facilitated examination of the data. Findings indicate that preceptors were afforded an opportunity to participate in a preparatory process that was engaging, enriching, and critically reflective/reflexive. This study has generated empirical evidence that can (a) contribute substantively to effective preceptor preparation, (b) promote best teaching practices in the clinical setting, and (c) enhance the preceptorship experience for nursing students.
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Tayebi Myaneh, Zahra, Maryam Azadi, Seyedeh Zahra Hosseinigolafshani, and Farnoosh Rashvand. "Effect of Evidence-Based Nursing Care Guidelines on the Quality of Care of Patients in Neurosurgical Intensive Care Units." Journal of Qazvin University of Medical Sciences 24, no. 1 (April 1, 2020): 56–67. http://dx.doi.org/10.32598/jqums.24.1.6.
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Background: Evidence-based nursing care guidelines are important tools for increasing the quality of nurses’ clinical work. Objective: The aim of this study was to investigate the effect of implementing evidence-based nursing care guidelines on the quality of care of patients admitted to the Neurosurgical Intensive Care Units (NICUs). Methods: This is a quasi-experimental study on 54 nurses in NICUs of hospitals affiliated to Qazvin University of Medical Sciences selected using a convenience sampling technique and divided into two groups of intervention and control. The intervention included the teaching of evidence-based nursing guidelines and their implementation by the nurses. Before and two months after the intervention, the demographic characteristics and the quality of nurses’ patient care in both groups was evaluated by using a demographic form and a standard checklist with 37 items designed based on the standards of practice for All Registered Nurses (ANA). Data were analyzed in SPSS software using descriptive statistics (Mean±SD), and paired t-test, independent t-test and chi-square test. Findings: The mean score of nursing care quality in the two groups was not significantly different before intervention (P>0.05). After intervention, the mean score was 25.11±6.2 in the intervention group and 20.29±5.3 in the control group, and the difference was statistically significant (P<0.05). Conclusion: Implementation of evidence-based nursing care guidelines can improve the quality of nursing care. Therefore, it is recommended that the teaching of evidence-based nursing care guidelines should be on the agenda of the hospitals’ education unit and related departments.
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Kailani, Ahmad, and Tenny Murtiningsih. "TEACHING ENGLISH FOR NURSING BY USING TASK-BASED LANGUAGE TEACHING." International Journal of Educational Best Practices 3, no. 2 (October 1, 2019): 28. http://dx.doi.org/10.31258/ijebp.v3n2.p28-40.
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English for nursing is one of the branches of English for Specific Purposes. This type of English lesson requires the teacher to choose a specific method in order to meet a specific learning objective. The final goal of learning this kind of English is to equip learners with competencies that suit their future job, one of them, is English skill. This is inseparable from the choice of an appropriate teaching method by the teacher. Many studies on the implementation of specific teaching methods have been undertaken. However, little is still known about the students' responses to the implementation of Task-Based Language Instruction in English for Nursing Classes. To fill this gap, the current study shed a light on this matter. This qualitative research aimed to explore students’ perception of this teaching method. There were 58 nursing students invited as the respondents. The data were garnered through interview and questionnaires. The implication of this research is to be contributed to the field of EFL teaching methodology as the expansion for the current studies in English for specific Purposes field.
Dissertations / Theses on the topic "Evidence-based nursing – Study and teaching"
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Waters, Donna. "Evidence : the knowledge of most worth." University of Sydney, 2006. http://hdl.handle.net/2123/1903.
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Doctor of PhilosophySimilar to their colleagues throughout the world, nurses and midwives in New South Wales (NSW), Australia, welcome evidencebased practice (EBP) as a means to improve patient or client outcomes. This thesis explores the way nurses and midwives understand evidence for EBP and aims to determine whether members of these professions currently have the knowledge and skills necessary to implement evidence‐based care. Three separate studies were conducted to explore NSW nurses’ readiness for EBP. Attitudes, knowledge and skill were investigated using an EBP questionnaire returned by 383 nurses. The views of 23 nursing opinion leaders were elicited during qualitative in‐depth interviews, and their ideas on maximising the potential for future nurses to confidently engage in EBP were explored. Current approaches to teaching EBP in undergraduate nursing programs were investigated by examining documents issued by NSW nursing education providers. The results demonstrate many differences between the ways NSW nurses currently understand evidence for EBP, and a range of approaches to teaching EBP in undergraduate nursing programs. Under current conditions, nurses graduating from universities in NSW commence practice with varying levels of preparation for EBP and enter into a professional arena that is itself struggling to cope with the concepts and language of this approach to improving healthcare. v Evidence for the effectiveness of EBP is slowly accumulating and despite some small positive signs, the collective results of this thesis suggest that current educational approaches are not capable of producing the kind of results that are both necessary and desirable for the promotion of evidence‐based nursing practice in NSW. Articulating a commitment to EBP, using a common language and a consistent approach are among the recommendations made for the future promotion of EBP in nursing education.
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Breytenbach, Cecile. "A best practice guideline for evidence based teaching strategies for nurse educators." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4831.
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Evidence based practice (EBP) is a worldwide phenomena defined as the “conscientious explicit and judicious use of current best evidence in making decisions about the patient’s care”. The evidence based practice concept’s aim is to effectively guide health care professionals to build knowledge that will be supported by evidence. Evidence based practice must be supported by evidence based teaching. Nurse educators must be up to date with evidence based teaching as well as the latest evidence based teaching strategies, in order to teach the new millennial nursing students and for the new qualifications structure. Teaching the concept of evidence based practice by implementing evidence based teaching to nursing students will enable them to transform the future of healthcare by delivering high quality care practice. A paucity of evidence is available on evidence based teaching and teaching strategies in the South African context. Therefore the researcher used a systematic review methodology to explore and describe the best available evidence based teaching strategies and to develop a guideline on evidence based teaching strategies for nurse educators. The data bases searched included: MEDLINE, CINAHL, PubMed and Google Scholar. Manual searches were done and completed with the assistance of librarians. A total number of n=50 studies were identified as potentially relevant to the study. The number or articles included for critical appraisal were 20. On completion of the critical appraisal n=17 articles were identified for the review. The included studies for the review were n=7 Level 1, systematic reviews and n=10 Level 2, quasi-experimental studies. Three studies were excluded after critical appraisal from two reviewers, appraisal was done independently, and consensuses were reached between the two reviewers. The Joanna Briggs Institutes critical appraisal and data extraction instruments were used for the study. The descriptive data synthesis was done of the included studies as well as a comparison of teaching strategies to determine which one to better than the other one. Although n = 4 of the teaching strategies (concept mapping, internet-based learning, evidence based interactive strategy and cultural competence) significantly increased knowledge, the overall results found that a variety of teaching strategies to be implemented to increase the knowledge outcomes of the nursing students. The different teaching strategies found were: e-learning, concept mapping, internet-based learning, web-based learning, gaming, problem-based learning, and case studies, evidence based learning and cultural competence. However, more research is needed to investigate the best use of the different teaching strategies and compare the impact of a variety of teaching strategies on increasing knowledge of the nursing student.
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Chan, Yung-kwan Albert, and 陳容坤. "Hong Kong nursing students' learning approaches: why and how do hospital-based general nursing students learn?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957055.
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Phillips, Janet Martha. "Clinical educators' adoption of socioculturally-based teaching strategies." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1902.
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Thesis (Ph.D.)--Indiana University, 2009.Title from screen (viewed on August 28, 2009). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Pamela Ironside, Anna McDaniel. Includes vita. Includes bibliographical references (leaves 177-197).
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Ring, Nicola A. "A critical analysis of evidence-based practice in healthcare : the case of asthma action plans." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/13061.
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Evidence-based practice is an integral part of multi-disciplinary healthcare, but its routine clinical implementation remains a challenge internationally. Written asthma action plans are an example of sub-optimal evidence-based practice because, despite being recommended, these plans are under-issued by health professionals and under-used by patients/carers. This thesis is a critical analysis of the generation and implementation of evidence in this area and provides fresh insight into this specific theory/practice gap. This submission brings together, in five published papers, a body of work conducted by the candidate. Findings report that known barriers to action plan use (such as a lack of practitioner time) are symptomatic of deeper and more complex underlying factors. In particular, over-reliance on knowledge derived from randomised controlled trials and their systematic review, as the primary and sole source of evidence for healthcare practice, hindered the implementation of these plans. A lack of evidence reflecting the personal experience of using these plans in the real world, rather than in trial settings, contributed to a mismatch between what patients/carers want from asthma action plans and what they are currently being provided with by professionals. This submission illustrates the benefits of utilising a broader range of knowledge as a basis for clinical practice. The presented papers report how new and innovative research methodologies (including meta-ethnography and cross-study synthesis) can be used to synthesise individual studies reporting the personal experiences of patients and professionals and how such findings can then be used to better understand why interventions can be implemented in trial settings rather than everyday practice. Whilst these emerging approaches have great potential to contribute to evidence-based practice by, for example, strengthening the ‘weight’ of experiential knowledge, there are methodological challenges which, whilst acknowledged, have yet to be fully addressed.
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Van, Belkum Corrien. "A process of quality improvement for outcomes-based critical care nursing education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52125.
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Dissertation (PhD) -- University of Stellenbosch, 2001.ENGLISH ABSTRACT: A thoughtfully planned learning program provides a blueprint for critical care nursing and gives direction to theory and clinical practice. The design of a learning program for critical care nursing that is adaptive, learner focussed and integrated, helps nurses acquire the necessary competencies (knowledge, technical skills and attitudes/values) needed for critical thinking. It also enables critical care nurses to grow professionally and to develop expertise in critical care nursing. Outcomes-based education has become the "new buzz word" in South Africa, and a paradigm shift from content-based to outcomes-based education has become essential. Institutions are concerned with efficient and effective approaches to critical care nursing delivery. The institution (nursing department) proves its worth by anticipating patient care needs and planning its learning program cognizant of the need to correlate activities with the institution's (nursing department) mission and outcomes. Planning that meets the learning needs of the critical care nursing learners not only provides the ability to meet job expectations, but also experiences for professional growth and satisfaction. In an age of nursing shortage, a well planned, integrated and outcomes orientated critical care learning program is essential. The outcome of the research was identified as a process of quality improvement for outcomes-based critical care nursing education, which included validated standards to facilitate quality critical care nursing education. This was researched by utilising an adapted Laing and Nish Model for Quality Assurance (1981) as the research strategy. Seven (7) steps were identified, namely: Step one included the identification and clarification of values; step two determined criteria, established standards for outcome, structure and process; step three ratified criteria and validated standards; step four identified and analysed factors influencing the results; step five selected appropriate actions to maintain or improve critical care nursing education; step six implemented the selected actions and in step seven, assessment (testing) was done. In steps two and three of the quality improvement process the Muller's (1996) Three Phase Model for Standard Development was implemented. Seven (7) standards were identified and formulated, namely: Standard one - Quality improvement; Standard two - Standard formulation; Standard three - Philosophy; Standard four - Legislative framework; Standard five - Curriculum development (learning program development); Standard six - Outcomes-based education; and Standard seven - Critical care nursing education. During the process of validation of the standards, standards five and six were combined and became Standard five - Outcomes-based learning program development. In step three the Delphi technique as part of the second phase of Muller's model (1996), was utilised to gain expert opinions / validation of standards. Operationalisation and assessment of the validated standards as part of a process of quality improvement for outcomes-based critical care education were done in a higher education institution. The results of this pilot study that was done supported the central theoretical assumption, namely that outcomes-based critical care nursing facilitates quality critical care nursing. The uniqueness of the research lies in the fact that in outcomes-based critical care nursing education there is no formal process of quality improvement for outcomes-based critical care nursing education. In this research, standards were developed and presented as part of a process of quality improvement for outcomes-based critical care nursing education. These standards should guide the developer of an outcomes-based critical care nursing education program during the development of the learning program (meso curriculum) and could be utilised to judge the quality of the current learning programs' quality. Five of the six standards are generic and could be utilised with minor adjustments in any higher education learning program.
AFRIKAANSE OPSOMMING: 'n Weldeurdagte leerprogram dien as 'n bloudruk vir kritiekesorg-verpleging, en rig beide die teorie en die kliniese praktyk. Die ontwerp van 'n leerprogram vir kritiekesorg-verpleging wat ge"integreerd,leerder-gefokus en aanpasbaar is, help verpleegkundiges om die nodige vaardighede (kennis, tegniese vaardighede en houdings/waardes) vir kritiese denke te ontwikkel. Dit stel kritiekesorg verpleegkundiges ook in staat om professioneel te groei en om kundigheid in kritiekesorg-verpleging te ontwikkel. Uitkoms-gebaseerde onderrig is die "nuwe wagwoord" in Suid-Afrika en het 'n paradigmaskuif van inhoud-gebaseerde- na uitkoms-gebaseerde onderrig genoodsaak. Instellings is begaan oor doeltreffende en effektiewe benaderings vir die lewering van kritiekesorg verpleging. Die verrnoe van 'n instelling (departement verpleging) om pasientsorq-behoeftes te voorspel en om die kritiekesorg leerprogram se aktiwiteite in ooreenstemming met die instelling (departement verpleging) se missie en verwagte uitkomstes te beplan, bewys die waarde van die instelling (departement verpleging). 8eplanning wat aan die leerbehoeftes van die kritiekesorg-Ieerders voldoen, bevredig nie aileen hul werksverwagtinge nie, maar het ook professionele groei en genoegdoening tot gevolg. In Goed-beplande, ge"integreerde en uitkoms-georienteerde kritiekesorg leerprogram is essensieel in 'n tyd waar verpleegtekorte aan die orde van die dag is. Ten einde gehalte-verpleegonderrig te fasiliteer, is die uitkoms van die navorsing as 'n proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorgverpleegonderrig, wat gevalideerde standaarde insluit, ge"identifiseer. 'n Aangepaste Laing en Nish Model vir Gehalteversekering (1981) is as navorsingstrategie vir hierdie navorsing gebruik. Sewe (7) stappe is ge"identifiseer, naamlik: Stap een sluit die identifisering en verduideliking van waardes in; stap twee bepaal kriteria en skep standaarde vir uitkoms, struktuur en proses; stap drie bekragtig en valideer die standaarde; stap vier identifiseer en ontleed faktore wat die resultate belnvloed; stap vyf selekteer toepaslike aksies om kritiekesorg-verpleegonderrig te handhaaf of te verbeter; stap ses implementeer die geselekteerde aksies en in stap sewe is assessering (toetsing) gedoen. Muller (1996) se Drie Fase Model vir Standaardontwikkeling is in stappe twee en drie van die gehalteverbeteringsproses ge"implementeer. Sewe (7) standaarde is ge"identifiseer en geformuleer, naamlik: Standaard een - Gehalteverbetering; Standaard twee - Standaardformulering; Standaard drie - Filosofie; Standaard vier - Wetlike raamwerk; Standaard vyf - Kurrikulumontwikkeling (Ieerprogramontwikkeling); Standaard ses - Uitkoms-gebaseerde onderrig; en Standaard sewe - Kritiekesorg-verpleegonderrig. Tydens die valideringsproses van die standaarde, is standaarde vyf en ses gekombineer as Standaard vyf - Uitkomsgebasseerde leerprogramontwikkeling. Gedurende stap drie is die Delphitegniek tydens die tweede fase van Muller (1996) se model gebruik om deskundige opinies te verkry I die standaarde te valideer. Operasionalisering en assessering van die gevalideerde standaarde as deel van In sisteem van gehalteverbetering vir uitkoms-gebaseerde onderring is in 'n hoeronderwysinstelling gedoen. Die resultate van hierdie toetsstudie het die sentrale teoretiese aanname, naamlik dat uitkoms-gebaseerde kritiekesorg-verpleging gehalte kritiekesorg-verpleging fasiliteer, ondersteun. Die uniekheid van hierdie navorsing is gelee in die feit dat daar in uitkomsgebaseerde kritiekesorg-verpleegonderrig, geen formele proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig is nie. In hierdie navorsing is standaarde ontwikkel en aangebied as deel van In sisteem van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig. Hierdie standaarde kan tydens die ontwikkeling van die leerprogram (mesokurrikulum), die ontwikkelaar van In uitkoms-gebaseerde kritiekesorgverpleegondderigprogram begelei, en kan gebruik word om die gehalte van huidige leerprogramme te beoordeel. Vyf van die ses standaarde is generies en kan, met minimale veranderinge in enige hoer onderwys leerprogram gebruik word.
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Oosterbroek, Tracy Ann, and University of Lethbridge Faculty of Health Sciences. "Preparing to care : creating a culture of caring in problem based learning tutorial groups." Thesis, Lethbridge, Alta. : University of Lethbridge, School of Health Sciences, c2009, 2009. http://hdl.handle.net/10133/1295.
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The purpose of this study was to explore with fourth year nursing baccalaureate students, their perceptions of experiences of caring using ethnographic design, and examine the phenomenon of caring and whether the development of caring relationships occurs among students and faculty members. Furthermore, the study sought to understand how nursing students perceive these relationships as influential in their learning, and ability to cope with stress. The sample consisted of ten fourth year nursing students who volunteered to be interviewed as well as one focus group of seven faculty members. The major findings of the study illuminated five general constructs: (1) The caring art of nursing in large part is a way of being in the world, an attitude that is inherent in the personality; (2) the caring science of nurse doing can indeed be taught and learned; (3) non-caring behaviors, experiences and relationships negatively impact the learning environment and therefore the learning outcomes for students; (4) Problem Based Learning (PBL) method cultivates a safe and caring learning environment; (5) caring is valued by students and positively impacts their educational experience, including learning outcomes, clinical experiences and their ability to cope with stress. The findings of the study may be utilized as a component of faculty growth and development as well as internal curriculum review.x, 131 leaves ; 29 cm
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Wilkie, Margaret C. K. "Actions, attitudes and attributes : developing facilitation skills for problem-based learning." Thesis, Coventry University, 2002. http://curve.coventry.ac.uk/open/items/579668cc-9ec4-2005-ac69-eaab234c1396/1.
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Problem-based learning (PBL) is being adopted increasingly as a learning and teaching strategy within the United Kingdom. Although facilitation is recognised as being central to PBL, much of the current literature on facilitation in PBL is conflicting. This study explored the espoused and actual conceptions of PBL adopted by facilitators on a newly-developed pre-registration nursing diploma programme that employed PBL. To explore the lived experience of the PBL curriculum, a constructivist interpretist qualitative research design was adopted. For facilitation in PBL to be effective in promoting independent learning and developing critical thinking, teachers were required to sustain the newly espoused pedagogy and to adapt their actions to match. All participants possessed facilitation skills before the start of the study, however expertise in PBL facilitation took time and practice to acquire as existing skills had to be applied in new ways. Findings identified four broad approaches to facilitation: directive conventionalist, liberating supporter, nurturing socialiser and pragmatic enabler. Over time, most facilitators converged from a directive conventionalist approach towards that of a pragmatic enabler. The transitions were influenced by the need to resolve dissonance between espoused theories and theories-in-use; increased understanding of the dialogic nature of PBL; the use of communicative spaces to share and reflect on experience and an enhanced awareness of student diversity. While the findings relate specifically to PBL facilitation, they also contribute to the understanding of the types of teaching and learning strategies required by the large and increasingly diverse student body.
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Yeung, Hiu-hung, and 楊曉紅. "From hospital based training to tertiary education: issues concerning an initial implementation of newnursing education policy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962075.
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Julie, Hester. "Community- based service-learning through reflective practice." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The purpose of the study wass to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender-Based Violence module i
Books on the topic "Evidence-based nursing – Study and teaching"
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Feldman, Harriet R., and Rona F. Levin. Teaching evidence-based practice in nursing. 2nd ed. New York: Springer Pub., 2013.
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Classroom skills for nurse educators: Evidence-based teaching and learning. Sudbury, Mass: Jones and Bartlett Publishers, 2007.
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Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: National League for Nursing, 2007.
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Dolly, Goldenberg, and Andrusyszyn Mary-Anne, eds. Curriculum development in nursing education. 2nd ed. Sudbury, Mass: Jones and Bartlett Publishers, 2009.
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Computer-based education in nursing. Bethesda, MD: U.S. Dept. of Health and Human Services, Public Health Service, National Institutes of Health, National Library of Medicine, 1990.
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Game-based teaching and simulation in nursing and healthcare. New York: Springer Pub. Co., 2012.
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Cleverly, Dankay. Implementing Inquiry-Based Learning in Nursing. London: Taylor & Francis Group Plc, 2004.
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Anema, Marion G. Competency-based nursing education: Guide to achieving outstanding learner outcomes. New York: Springer, 2009.
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Jan, McCoy, ed. Competency-based nursing education: Guide to achieving outstanding learner outcomes. New York: Springer, 2009.
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Redmond, Georgine M. Community-based nursing curriculum: A faculty guide. Philadelphia, PA: F.A. Davis Co., 2002.
Find full textBook chapters on the topic "Evidence-based nursing – Study and teaching"
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Gurung, Regan A. R., and Lee I. McCann. "How should students study?" In Evidence-based teaching for higher education., 99–116. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13745-006.
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Thorne, Sally, and Rick Sawatzky. "Particularizing the general: Challenges in teaching evidence-based nursing practice." In The Philosophy of Nurse Education, 161–75. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-22942-6_10.
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Rizzuti, Sergio, and Luigi De Napoli. "Engaging in Product Development as Means to Understand the Basics of Design." In Lecture Notes in Mechanical Engineering, 372–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70566-4_59.
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AbstractTeaching product design is not a trivisal task. Considering the experience done along 20 years of teaching at master level class in mechanical engineering it is possible to take stock. The model followed is Project-Based Learning and this method can be licensed as the model that gives greater satisfaction to all attendees. Students give high score to the survey organized by university at the end of the course to assess didactic validity. Also, teachers have many stimuli when discussing with students the activities proposed. The course is based on the development of an industrial product that solves a problem, eventually posed by industry or emerged by customers. Based on the course schedule, the different phases of product development put in evidence the steps that require divergent thinking and those where it is necessary to employ convergent thinking. A case study allows explaining all the phases of product design.
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Waters, Lea. "Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms." In The Palgrave Handbook of Positive Education, 137–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_6.
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AbstractThis chapter puts forward three key ideas for expanding the field of positive education. First, I call for the field to develop evidence-based ways to implicitly deliver wellbeing practices in addition to the current delivery mode of explicit programs. Second, I suggest that the current practice of teaching the content of wellbeing would benefit from including approaches that also build the contexts for wellbeing. Third, I recommend that the field must empower teachers to utilize their own teaching expertise as compared to simply delivering a pre-designed wellbeing curriculum. The core “change lever” to incorporate implicit approaches, build contexts for wellbeing, and empower teachers is that of pedagogy. “Positive Education Pedagogy” reflects the idea that how a teacher educates, not just what is taught, is a key factor in building student wellbeing. Infusing positive education into teacher pedagogy allows wellbeing to be built in all classes and subjects across the entire school and not just in those classes that explicitly teach positive education programs. To demonstrate these ideas, a qualitative case study investigating the outcomes of a positive pedagogical intervention is presented. Results of this study found that teachers who are trained in positive education pedagogy are able to legitimize, action, and spread wellbeing. Positive education pedagogy creates change within the teacher, across classrooms, and throughout the school. These findings are explained through three key positive psychology theories: mindsets, broaden and build, and systems informed positive psychology (SIPP).
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Chenery-Morris, Sam, and Catherine Theodosius. "Case Study." In Evidence-Based Practice in Nursing Informatics, 204–16. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-034-1.ch016.
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A blended learning environment as utilised in a masters level subject was critiqued through the lenses afforded by Salmon and Goffman. The authors bring perspectives of student and teacher and combine personal recollection with discussion board postings to make sense of the experience and recommendations for teaching in a blended environment.
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Gönc, Vida, Mateja Lorber, and Jasmina Nerat. "Experience of Problem‐Based Learning for Raising Quality of Nursing Study." In Teaching and Learning in Nursing. InTech, 2017. http://dx.doi.org/10.5772/67427.
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Brack, Graham, Penny Franklin, and Jill Caldwell. "Information and Evidence: Sources and Evaluation." In Medicines management for nursing practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199697878.003.0012.
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By the end of this chapter, you should understand… ● The range of possible sources of information about medicines ● Their positive and negative characteristics ● Some trustworthy sources of evidence ● The role of medicines information departments ● Some basic principles of critical analysis of evidence ● How the British National Formulary (BNF) is structured ● How to read a BNF monograph ● A selection of terms used in the literature about medicines…. While nurses will not usually be selecting medicines, they still need information to make the best use of the medicines prescribed for their patients. Information of all kinds is much more readily available today than it was a generation ago when the authors were students, but much of it is of low quality and today’s student must learn to test the quality of the evidence offered to see if it can be relied upon. In all fields of healthcare it has become usual to insist that practice must be evidence based. This is very desirable, but it begs the question—what is evidence? This chapter will examine some of the sources of evidence about medicines that are available and give some guidance on their reliability. Later, there will be an introduction to critical analysis of sources, and a description of some of the key terms used in evaluating clinical evidence about medicines. Sources of information may be conveniently divided into two main types—people and publications. It is natural that many healthcare professionals should rely upon their mentors and instructors to supplement the knowledge they gain in formal teaching. Indeed, for many years much of the practical information about medicines that junior doctors received came from participation in ward rounds under the tutelage of a consultant. In medical school they learned some general pharmacology, but the actions of many drugs were learned following graduation (Maxwell and Walley, 2009 ) The same will be true for nurses, and it will continue to be true throughout their careers. New medicines will come into use, and nurses will have to learn about them. It is therefore important to realize that pharmacology will be a lifelong study and does not end with registration as a nurse.
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Oermann, Marilyn H., and Jamie L. Conklin. "Evidence-Based Teaching in Nursing." In Teaching in Nursing and Role of the Educator. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826140142.0018.
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Oermann, Marilyn H. "Evidence-Based Teaching in Nursing." In Teaching in Nursing and Role of the Educator. 3rd ed. New York, NY: Springer Publishing Company, 2021. http://dx.doi.org/10.1891/9780826152633.0019.
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Royle, Colleen, and Kathleen Hargiss. "Comparison of Baccalaureate Nursing Students' Experience of Video-Assisted Debriefing vs. Oral Debriefing Following High-Fidelity Human Simulation." In Research Anthology on Nursing Education and Overcoming Challenges in the Workplace, 53–62. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9161-1.ch004.
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High-Fidelity Human Simulation (HFHS) is used in many disciplines, including nursing, as an innovative teaching pedagogy that offers an active learning process. The simulation process involves a number of stages with the most critical stage identified as debriefing. The main focus of debriefing is to stimulate reflection and encourage communication while exploring the emotions of the participants. These emotions assist in framing the experience that aids in enhancement of learning for the student. This quantitative, quasi-experimental study explored the comparison of two debriefing processes, video-assisted and oral, by assessing the students' opinion of the debriefing experience and the students' rating of the importance of the debriefing experience. Participants were first semester baccalaureate nursing students. The overall finding and the four subscales for both dependent variables showed no statistical significance. This article provides further evidence to guide educators to a preferred method of debriefing students after a simulated experience.
Conference papers on the topic "Evidence-based nursing – Study and teaching"
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Murphy, Kylie, Tracey Parnell, Rodney Pope, Clarissa Hughes, Marguerite Bramble, Jess Biles, Simone OConnor, Michael Curtin, Lisa Speedie, and Evan Plowman. "Improving Evidence-Based Practice education in healthcare courses: A Participatory Action Research multiple-case study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9152.
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This paper synthesises the results of three participatory action research (PAR) studies undertaken to improve the integration of evidence-based practice (EBP) education in three undergraduate health courses at one Australian university: Bachelor of Nursing, Bachelor of Occupational Therapy, and Bachelor of Physiotherapy. The PAR process with interested academics uncovered a range of EBP education strengths and weaknesses in the three courses. Common themes were evident, which are likely to be applicable in other similar courses. Identified weaknesses included a lack of explicit teaching about the meaning, principles, steps, and importance of EBP, partly stemming from a lack of shared understanding. A relative lack of emphasis on certain EBP steps was also noted, particularly the first step of ‘asking’ questions. A lack of communication with workplace learning (WPL) supervisors about how to facilitate EBP was also noted, raising concerns about variable EBP-education quality across WPL settings. Opportunities for improvement were identified by academics in each course, across multiple subjects and year levels. In our experience, PAR has been a highly constructive approach to EBP curriculum improvement. We encourage consideration of a PAR approach for addressing similarly complex curriculum challenges.
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Benítez-Andrades, José Alberto, Isaías García, Carmen Benavides, Javier Pérez-Paniagua, Pilar Marqués-Sánchez, and Mercedes Reguera. "Networks that Cross the Boundaries of the Classroom: A Quasi-Experimental Study of University Students." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9282.
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Currently there is a trend towards facilitating multidisciplinary research and collaborations between different faculties and/or multi-university collaboration. In order to achieve standardization, we believe that this culture should begin with the teaching-learning processes. This research has investigated collaborative work between nursing students and computer engineering students. To analyze the group response, an analysis of the contacts was carried out through Social Network Analisys, pre- and post-intervention. The student networks analyzed were friendship, collaboration and negative networks. The results show that the intervention had a positive impact on networks among students, creating greater cohesiveness due to the resources they shared. The research adds useful evidence for proposing innovative and multidisciplinary strategies in terms of networks.
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Wang, Yan. "THE EVALUATION METHODS FOR EVIDENCE-BASED NURSING TEACHING." In 24th International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.024.094.
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"Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The aim of this study was to concept test a novel instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information, and enhance teaching and learning of basic sciences (Anatomy, Physiology and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to independently review macroscopic features of disease. However, this approach alone was found inadequate and ineffective. For one, the potted specimens were not easily accessible for all students. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational approach, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: A cross-sectional study design was used. A survey, administered at the conclusion of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The effectiveness of the program and its perceived impact on students was assessed using a 18-item questionnaire seeking agreement or disagreement with statements about VPLR, and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a sample of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was an effective strategy in teaching Pathology as it assisted students' gaining knowledge and developing professional imaging skills. Recommendations for Practitioners: As students found VLPR to be beneficial, it is recommended that the same approach be applied for teaching of Pathology to other allied health students, such as Nursing. Other universities might consider adopting this innovation for their courses. Recommendation for Researchers: Applying VPLR to other allied health science students will be undertaken next. This innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning, and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited by a greater depth of understanding of content, and increase motivation with study. These are important to keep students engaged and prepared for practice. VPLR may impact on education and technology trends so that continuous exploration and possibilities of initiatives are ongoing to help students be successful learners. Other impacts are the new forms of learning discovered, and the renewed focus on group work and collaboration and the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine if the impacts of the innovation were durable, that means the change in perceptions and behaviour are sustained over time.
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Sui, Xin, Yifan Yu, and Liu Huhui. "Measurement of spatial equity : a case study of nursing institution." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/bgdi1793.
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Equity and justice have always been important norms in the field of urban planning. With the gradual deepening of understanding of residential environment, the research context of equity and justice related to location is becoming more and more sophisticated. Recently, varieties of subjects Including Public Health and Geography focus on the inequity of public resources in spatial distribution and how to measure the degree of this gap. In general, the mainstream measurement methods can be summarized into two categories: (1) The description of phenomenon caused by the spatial inequities, and accessibility is a typical method of this type. (2) the direct quantification of inequity, such as Gink Coefficient which is originated from the economics field and introduced into the measurement of health equity, and Getis-Ord General G, together with Moran’ index is the most commonly method used into the general spatial autocorrelation. In this paper, based on the overall literature review of the concept of equity in the study using these methods and a summary of their specific context of the measurement using, nursing institution in Shanghai, China are regarded as a typical case to practice these methods and compare the differences in using. Meantime, the impact of the politics and planning related to this special facility is also been considered. Results show that, accessibility of nursing institution among elderly groups is much different under different research distance, and the overall trend seems like the research units in suburb appears higher accessibility than those in highly urbanized area. And Gink Coefficient helps us determine the proportion of the elderly population in different reachable areas in Shanghai is within a reasonable range. However, Global Moran’ index provide reliable evidence that the existence of the aggregation combined by the high-value units. It indicates that there are inequities among the distribution of aged-nursing resources, and Local Moran I （LISA）help us to find the specific boundaries of these areas. In general, in the study of the equity related to location, accessibility can only reflect the differences phenomenon in distribution, but it is not clear to describe this gap to what extent, and it’s difficult to achieve the possibility of comparison among different periods and different subjects. The Gini coefficient often focuses on the unfairness of the distribution of people, but ignored the aggregation characteristics of the spatial dimension, which the analysis of spatial autocorrelation can make up. All these methods proved that it’s necessary to consider both the spatial distribution of supply and demand. And the discussion about equity related to location should be strictly qualified in study.
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Walshe, Catherine, Julie Kinley, Claire Goodman, Frances Bunn, Jennifer Lynch, Rachel Sharpe, Nancy Preston, Shakil Patel, and Katherine Froggatt. "47 Developing a study intervention: a realist review and consensus workshops to develop the namaste care intervention for people with advanced dementia prior to a feasibility study using a cluster randomised controlled trial in nursing care homes." In The APM’s Annual Supportive and Palliative Care Conference, In association with the Palliative Care Congress, “Towards evidence based compassionate care”, Bournemouth International Centre, 15–16 March 2018. British Medical Journal Publishing Group, 2018. http://dx.doi.org/10.1136/bmjspcare-2018-aspabstracts.74.
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Chin, Jessica, Ibrahim Zeid, and Sagar Kamarthi. "Evidence-Based Best Practices: Wound Healing Tracking and Assessment." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62844.
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Standard medical practice is known to have a history of varying definition of “standard”. As with any industry with multiple entities, each entity defines their standards and expectations according to what they believe is their customers’ (i.e. patients) needs and preferences. Recently, our research on developing a predictive wound care assessment methodology and system has extended our study into analyzing evidence-based best practices in wound care clinics. Our research on wound healing predictive model systems, revealed key differences in operational practice between the clinics that were visited in different institutional settings. The scope of this study evaluates our observed wound care practice and wound care treatment to determine if there is a common set of effective practice that can be developed to better standardize care. The purpose of this paper is to compare and contrast the operational practice and procedures at various community and teaching hospitals to determine if there is an ideal combination of tools and standard techniques that would be most beneficial to patient wound care. This paper will focus on methods of patient wound care. We will then present a model of “Evidence-Based Best Practices of Wound Care Assessment” that is based on the observation and interactions with various hospitals.
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Ayoobi, Mohsen, Mukasa Ssemakula, and Ana Djuric. "Effectiveness of Evidence-Based Active Learning Pedagogies in Engineering Technology Courses." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87656.
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It is shown in the literature that in the traditional lecture teaching mode, students are mostly passive and do not actively engage in the learning process. Not being engaged in the learning process, students are more likely to lose interest in the material and less likely to comprehend material at a deep level. Consequently, students in traditional lecturing are more prone to simply target meeting the minimum requirements to pass a course. In contrast, active-learning pedagogies have been designed such that students are given the opportunity to engage in the learning process as active participants in the classroom. This promotes better comprehension of the concepts involved. At Wayne State University, statistics on students’ performance indicate that many students entering the Engineering Technology programs either drop or fail to pass courses with a C or better, with success rates being as low as 59% for some courses. To address this issue, the authors have adopted evidence-based active learning techniques in selected courses in the Mechanical Engineering Technology program. The Statics, Dynamics, and Applied Thermodynamics courses were targeted for this initial effort. Statics is a gateway course foundational to the rest of the program, Dynamics is taken right after Statics, and Thermodynamics is one of the most challenging senior level courses. These courses will serve as avenues for measuring the effectiveness (or otherwise) of using active learning techniques in engineering technology education. More specifically, the authors have adopted the following evidence-based techniques: in-class experiments, just-in-time teaching, team quizzes, and students as teachers. This paper describes the specific class activities that were undertaken when implementing the different techniques. The effectiveness of these techniques was measured using students’ persistence in the target courses and the final grades. In addition, standardized concept inventory tests were administered at the beginning and the end of the semester as another measure of the effectiveness of this implementation. Preliminary findings from this study indicate that this project has successfully fostered students’ interest, persistence, and performance.
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Arredondo-Hidalgo, María Guadalupe, and Diana del Consuelo Caldera González. "THE PORTFOLIO OF EVIDENCE IN THE COMPETENCY-BASED EDUCATIONAL MODEL OF THE UNIVERSITY OF GUANAJUATO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end036.
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In a teaching-learning process, it is essential that the evaluation is summative and formative, from an analytical and holistic basis so that the process is comprehensive and integrates the work that the student has developed throughout the course, for example, a portfolio of evidence. Van der Schaaf and Stokking (2008) state that a portfolio of evidence integrates elements that must be related to each other, in order to be considered valid and reliable to evaluate the teaching-learning process, the elements are: a) the teacher model, b) the task model, c) the scoring model and d) the interpretation model. The objective of this research is to analyze the use of the portfolio of evidence as an evaluation tool within the teaching-learning process, for the Competency-Based Educational Model of the University of Guanajuato. This is a quantitative research with descriptive scope. A 22-item questionnaire was used considering the instrument developed by Romero and Crisol (2011) called "Opinion, satisfaction, usefulness and feelings of students about the use of the portfolio in learning and self-evaluation". The instrument was applied to a sample of 183 students of the Bachelor's Degree in International Commerce of the Economic-Administrative Sciences Division of the University of Guanajuato, distributed in four different Learning Units. The results indicate that students consider important the use of the portfolio of evidence as part of their teaching-learning process. In the part of satisfaction, usefulness and feelings, the students consider that the use of the portfolio is very important as a pertinent and adequate tool, and it is considered useful for learning, since besides serving as reinforcement, it implies a free and creative exercise. As conclusions of the study, the importance of the portfolio of evidence as a method of evaluation in accordance with the Educational Model by Competencies of the University of Guanajuato, which has also been well received at least by the sample of this study, is manifested. As future lines of research, it is expected to expand the sample to other careers and learning units to verify the applicability of the results of the study.
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S Halibas, Alrence, Rolou Lyn Maata, Mohamed Abdul Kader Varusai, Ali Al-Badi, and Peyman Nouraey. "Design of a Knowledge Management System for the Research-Teaching Nexus: Evidence from Institutional Audit Reports [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4543.
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[This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology," 16, 21-40.] Aim/Purpose: The need for Higher Education Institutions (HEIs) to maximize the use of their intellectual property and strategic resources for research and teaching has become ever more evident in recent years. Furthermore, little attention is paid in developing an enabling system that will facilitate knowledge trans-fer in the Research-Teaching Nexus (RTN). Hence, this study assesses the current state of practice in knowledge management of the nexus in higher education in Oman. It also explores the context of how Knowledge Management System (KMS) for the nexus can be designed and utilized by HEIs and challenges them to rethink their traditional approaches in managing their knowledge assets to boost individual and organizational learning. Background: This study provides a Knowledge Management-based framework and de-sign of a knowledge management system that support the academic community towards the improvement of the nexus. This study sets out ideas from various academic and professional experts on how academic stake-holders in the higher education can improve and promote knowledge transfer and make better use of its knowledge and research assets for teaching and learning. It stressed the importance of having the knowledge assets or resources that can easily be pooled, accessed, and made available to its intended stakeholders. Methodology: Data were gathered from 29 out of 49 institutional quality audit reports of all HEIs in Oman. The panel comments were coded and analysed to ex-tract valuable insights regarding the management of knowledge assets in research. Additionally, data were gathered from the institutional accreditation outcomes page of the same website. Manifest and latent content analyses were used in reporting the findings of the panel. Contribution: The study will contribute to a greater understanding and acceptance of Knowledge Management (KM) in higher education and extended the body of knowledge concerning knowledge management for the RTN. Findings: The reports revealed a very limited practice of the nexus in terms of people and culture, structure ad processes, and computing and web technologies. A few staff are involved in RTN work, there is an uneven understanding of the RTN among staff, limited joint research between staff and students are some of the reasons for this. Significantly, there is no explicit research framework or policy for the RTN, and systems and/or mechanisms are limited. Furthermore, the reports did not account any use of computing and web technologies for the nexus. These limitations can lead to students with less academic, research, and graduate skills. Hence, this study presents a feature design of a KMS that incorporates various RTN best practices, as informed by the reports and literature. The design will allow the staff to utilize the research assets in the classroom, at the same time, engages stu-dents in research and scholarly undertakings. Recommendations for Practitioners: All HEIs must have a innovative system that integrates a formal agenda and approach, and set initiatives, strategies, policies, and procedures for knowledge management in utilizing research assets for teaching and learning. It must be designed so that RTN practices remain up-to-date, relevant, and responsive to the needs of the stakeholders, as well as, address academic accreditation challenges. Recommendation for Researchers: Researchers can evaluate the knowledge management of RTN practices of other HEIs outside of Oman to effectively recommend the proper course of action for teaching and learning improvement. Impact on Society: This study will redefine the role and contribution of HEIs, which are key players in advancing a knowledge economy. HEIs are expected to be powerhouses where academic knowledge is discovered, created, disseminated, shared, and re-invented. They must be able to fully grasp the value of man-aging knowledge to be able to effect positive and purposeful change to the community. Future Research: Future work should include staff and student surveys that examine the knowledge management need of the learning organization to better inform the design of a KMS for the RTN. Thereafter, future research can test the stage to test the effectiveness of the conceptual design.
Reports on the topic "Evidence-based nursing – Study and teaching"
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Lumpkin, Shamsie, Isaac Parrish, Austin Terrell, and Dwayne Accardo. Pain Control: Opioid vs. Nonopioid Analgesia During the Immediate Postoperative Period. University of Tennessee Health Science Center, July 2021. http://dx.doi.org/10.21007/con.dnp.2021.0008.
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Background Opioid analgesia has become the mainstay for acute pain management in the postoperative setting. However, the use of opioid medications comes with significant risks and side effects. Due to increasing numbers of prescriptions to those with chronic pain, opioid medications have become more expensive while becoming less effective due to the buildup of patient tolerance. The idea of opioid-free analgesic techniques has rarely been breached in many hospitals. Emerging research has shown that opioid-sparing approaches have resulted in lower reported pain scores across the board, as well as significant cost reductions to hospitals and insurance agencies. In addition to providing adequate pain relief, the predicted cost burden of an opioid-free or opioid-sparing approach is significantly less than traditional methods. Methods The following groups were considered in our inclusion criteria: those who speak the English language, all races and ethnicities, male or female, home medications, those who are at least 18 years of age and able to provide written informed consent, those undergoing inpatient or same-day surgical procedures. In addition, our scoping review includes the following exclusion criteria: those who are non-English speaking, those who are less than 18 years of age, those who are not undergoing surgical procedures while admitted, those who are unable to provide numeric pain score due to clinical status, those who are unable to provide written informed consent, and those who decline participation in the study. Data was extracted by one reviewer and verified by the remaining two group members. Extraction was divided as equally as possible among the 11 listed references. Discrepancies in data extraction were discussed between the article reviewer, project editor, and group leader. Results We identified nine primary sources addressing the use of ketamine as an alternative to opioid analgesia and post-operative pain control. Our findings indicate a positive correlation between perioperative ketamine administration and postoperative pain control. While this information provides insight on opioid-free analgesia, it also revealed the limited amount of research conducted in this area of practice. The strategies for several of the clinical trials limited ketamine administration to a small niche of patients. The included studies provided evidence for lower pain scores, reductions in opioid consumption, and better patient outcomes. Implications for Nursing Practice Based on the results of the studies’ randomized controlled trials and meta-analyses, the effects of ketamine are shown as an adequate analgesic alternative to opioids postoperatively. The cited resources showed that ketamine can be used as a sole agent, or combined effectively with reduced doses of opioids for multimodal therapy. There were noted limitations in some of the research articles. Not all of the cited studies were able to include definitive evidence of proper blinding techniques or randomization methods. Small sample sizes and the inclusion of specific patient populations identified within several of the studies can skew data in one direction or another; therefore, significant clinical results cannot be generalized to patient populations across the board.