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| Content Provider | World Health Organization (WHO)-Global Index Medicus |
|---|---|
| Author | Aglen, B. |
| Spatial Coverage | Norway |
| Description | Author Affiliation: Aglen B ( Faculty of Nursing, Sør-Trøndelag University College, Institute of Nursing, PO Box 2320, 7004 Trondheim, Norway. Electronic address: bjorg.aglen@hist.no.) |
| Abstract | AIM: The aim of this study is to review international scientific articles about pedagogical strategies to teach nursing students at bachelor degree evidence-based practice (EBP). METHOD: A literature review including peer reviewed, original, empirical articles describing pedagogical interventions aimed at teaching bachelor's degree nursing students EBP in the period 2004-2014. Theories of discretion, knowledge transfer and cognitive maturity development are used as analytical perspectives. RESULTS: The main challenge teaching evidence based practice is that the students fail to see how research findings contribute to nursing practice. The pedagogical strategies described are student active learning methods to teach the students information literacy and research topics. Information literacy is mainly taught according to the stages of EBP. These stages focus on how to elaborate evidence from research findings for implementation into nursing practice. The articles reviewed mainly use qualitative, descriptive designs and formative evaluations of the pedagogical interventions. CONCLUSION: Although a considerable effort in teaching information literacy and research topics, nursing students still struggle to see the relevance evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritized when teaching EBP at bachelor level. Theoretical perspectives of cognitive maturity development, knowledge transfer and discretion in professional practice give alternative ways of designing pedagogical strategies for EBP. More research is needed to develop and test pedagogical strategies for EBP in light of these theories. |
| File Format | HTM / HTML |
| ISSN | 02606917 |
| Journal | Nurse Education Today |
| Volume Number | 36 |
| e-ISSN | 15322793 |
| Language | English |
| Publisher | Elsevier |
| Publisher Date | 2016-01-01 |
| Publisher Place | Great Britain (UK) |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Discipline Nursing Evidence-based Practice Students, Nursing Norway Journal Article Review |
| Content Type | Text |
| Resource Type | Article |
| Subject | Nursing Education |
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