Strategies for teaching students evidenced-based practice


Aglen (2015) undertook a systematic review of pedagogical strategies used to teach nurses evidence-based practice (EBP). The author used articles between 2004-14 and 39 of 286 articles met the inclusion criteria.

The author found the main problem addressed is the students negative attitudes toward research topics and students find it hard to understand how research topics can benefit nursing practice, nor do they have the motivation necessary to employ the research process. Students preferred to receive answers from teachers, experienced nurses or other health care providers students did not view themselves as creators of knowledge, rather they were consumers that expected provision of answers. These issues were promulgated by former old methods of learning that create dependence and stifle the development of critical thinking skills. Furthermore, current learners preferred to to be effective and avoid learning about subjects where they did not see relevance. Students also wanted to identify with ‘real’ clinicians and did not link the work of researchers with EBP.

Aglen (2015) found student learning was facilitated by interventions to learn information literacy and interventions to learn the research process. The author discusses how these strategies are used to scaffold student learning. For example, learners are encouraged to use critical thinking skills and use EBP to solve issues. Additionally, dissemination of research findings are used to demonstrate how EBP can be used in the clinical environment. Information literacy is a chore competence needed for EBP.

The author discusses the issues surrounding these strategies as they found some researchers were critical of this approach as nursing problems are ill-structured and current approaches do not meet the need to solve these issues. Additionally, students do not link theory with practice when they cannot see the relevance of the information. This lack of understanding is promulgate further as some students do not acquire the knowledge and skills to transfer knowledge into practice. A lack of cognitive maturity further impedes the ability to assimilate learning and incorporate EBP.

The author notes that at the beginning of the learning trajectory students depend on procedures and instructions which could lead to ‘cookbook’ practice which could threaten patient safety and quality of health care. Students need models and explanations of EBP that emphasises the practitioners as knowledge creators, it is that discretion that makes EBP a reality.

Clinical supervisors are vested with the role of supporting and guiding students in knowledge creation and transfer as EBP. There is a need to encourage information literacy and promote EBP by students by enabling them to research information, link theory with practice that will facilitate the development of cognitive maturity.

If you have any suggestions about how to support students in developing information literacy, you are welcome to post them here. Join us @PEPCommunity.

 

 

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