Spiraling evidence-based practice and outcomes management concepts in an undergraduate curriculum

A systematic approach

    Research output: Contribution to journalArticle

    16 Citations (Scopus)

    Abstract

    Preparing undergraduate nursing students to practice nursing in the 21st century requires a focus on the development of evidence-based practice and outcomes management knowledge and skills throughout the nursing curriculum. To this end, seven learning activities were created that spiral and increase in complexity while building on previously acquired skills. Working in teams and practicing team-building techniques, students learned how to develop a clinical question, search the literature, synthesize the current knowledge, identify the significance of the issue in an ecological model, decipher existing quality data and compare that data to national benchmarks, investigate a health care quality issue using quality improvement methods, and draft a proposal for implementation of a continuous quality improvement initiative. Work was presented in both written and oral presentation formats, with emphasis on engaging various audiences in a compelling health care issue.

    Original languageEnglish (US)
    Pages (from-to)319-326
    Number of pages8
    JournalJournal of Nursing Education
    Volume48
    Issue number6
    DOIs
    StatePublished - Jun 2009

    Fingerprint

    Evidence-Based Practice
    Practice Management
    Quality Improvement
    Curriculum
    Nursing
    nursing
    Benchmarking
    curriculum
    Quality of Health Care
    Nursing Students
    management
    health care
    evidence
    data quality
    Learning
    Students
    Delivery of Health Care
    knowledge management
    student
    learning

    ASJC Scopus subject areas

    • Nursing(all)
    • Education

    Cite this

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    abstract = "Preparing undergraduate nursing students to practice nursing in the 21st century requires a focus on the development of evidence-based practice and outcomes management knowledge and skills throughout the nursing curriculum. To this end, seven learning activities were created that spiral and increase in complexity while building on previously acquired skills. Working in teams and practicing team-building techniques, students learned how to develop a clinical question, search the literature, synthesize the current knowledge, identify the significance of the issue in an ecological model, decipher existing quality data and compare that data to national benchmarks, investigate a health care quality issue using quality improvement methods, and draft a proposal for implementation of a continuous quality improvement initiative. Work was presented in both written and oral presentation formats, with emphasis on engaging various audiences in a compelling health care issue.",
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