NDLI: Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project

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Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project

Content Provider	Scilit
Author	Groller, Karen D. Adamshick, Pamela Petre, Kristine
Copyright Year	2020
Abstract	BackgroundNurse educators are challenged to design courses that maintain rigor, promote student learning, maximize resource utilization, and ultimately prepare graduates for clinical practice.PurposeAn innovative teaching strategy was used to educate BSN level students in nursing inquiry with a collaborative project.MethodsCourse faculty incorporated information literacy (IL) and evidence-based practice (EBP) competencies into an undergraduate research course by taking the traditional practicum research project and redesigning it as a longitudinal scoping review (ScR) collaborative project.ResultsAt course conclusion, students verbalized having a deeper appreciation for nursing research, confidence in performing a literature search, and conducting a research critique.ConclusionsThe students’ contributions towards the ScR through their collaborative project work fostered personal growth in IL and EBP competencies through a meaningful project that can extend beyond the classroom to possibly influence patient care.
Related Links	https://www.degruyter.com/downloadpdf/journals/ijnes/17/1/article-20190138.pdf
ISSN	21945772
e-ISSN	1548923X
DOI	10.1515/ijnes-2019-0138
Journal	International Journal of Nursing Education Scholarship
Issue Number	1
Volume Number	17
Language	English
Publisher	Walter de Gruyter GmbH
Publisher Date	2020-07-06
Access Restriction	Open
Subject Keyword	International Journal of Nursing Education Scholarship Education Research Nursing Evidence-based Practice Information Literacy Nursing Research Nursing Students Journal: International Journal of Nursing Education Scholarship, Vol- 17, Issue- 1
Content Type	Text
Resource Type	Article

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