Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review

Below are the citation, highlights and a selected extract of a new open-access paper in the journal Nurse Education Today. The authors suggest that ‘students struggle to see how evidence contributes to practice’.

CITATION: Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review

B. Aglen, Faculty of Nursing, Sør-Trøndelag University College, Institute of Nursing, PO Box 2320, 7004 Trondheim, Norway

DOI: http://dx.doi.org/10.1016/j.nedt.2015.08.025

Nurse Education Today 2015

Contact: bjorg.aglen@hist.no

HIGHLIGHTS

– Students struggle to see how evidence contributes to practice.

– Students need to learn how knowledge relates to practice in general to see the relevance of research findings to EBP.

– Discretion and critical thinking are the most needed competencies for EBP.

– Knowledge transfer related to clinical problems should be prioritized teaching EBP.

SELECTED EXTRACT (selected by Neil PW)

‘The majority of the students do not have the eager and motivation needed to gather, evaluate and use information (Burns and Foley, 2005). They expect the right answer served from authorities like teachers, experienced nurses, physicians, and do not see themselves as active knowledge creators.’

Let’s build a future where people are no longer dying for lack of healthcare knowledge – Join HIFA: www.hifa2015.org  

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