Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis

Background: The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice.Objectives: The purpose of...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Wakibi, Samson [verfasserIn] Ferguson, Linda [verfasserIn] Berry, Lois [verfasserIn] Leidl, Don [verfasserIn] Belton, Sara [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Schlagwörter:	Evidence-based nursing practice Evidence-based practice Evidence-informed practice Nursing education Teaching strategies Undergraduate student nurses

Übergeordnetes Werk:	Enthalten in: Journal of professional nursing - Philadelphia, Pa. : Saunders, 1985, 37, Seite 135-148
Übergeordnetes Werk:	volume:37 ; pages:135-148

DOI / URN:	10.1016/j.profnurs.2020.06.005

Katalog-ID:	ELV005630134

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520			\|a Background: The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice.Objectives: The purpose of this study was to synthesize, describe, and explore the evidence available to teach EBNP to undergraduate student nurses, so the students can continue to integrate EBNP in clinical settings upon becoming professional nurses.Design: Systematic review with convergent qualitative synthesis.Data sources: Five electronic databases were searched; CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science Core Collection.Review methods: This study followed the guidelines for writing systematic reviews by the Joanna Briggs Institute.Results: Two themes were generated; educational strategies, and EBNP knowledge and implementation. The latter theme had six sub-themes of timing, duration, content, delivery method, context, and prerequisites while the former theme had four sub-themes of knowledge acquisition, EBNP use and research utilization, collaborative teaching, and barriers and facilitators.Conclusion: Well-designed educational strategies have a positive impact on students' EBNP knowledge and skills. These strategies are well suited for promoting EBNP implementation in clinical settings when students qualify as nurses.
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650		4	\|a Evidence-informed practice
650		4	\|a Nursing education
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publishDate	2020
allfields	10.1016/j.profnurs.2020.06.005 doi (DE-627)ELV005630134 (ELSEVIER)S8755-7223(20)30128-9 DE-627 ger DE-627 rda eng 610 DE-600 44.63 bkl Wakibi, Samson verfasserin (orcid)0000-0001-7967-3387 aut Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice.Objectives: The purpose of this study was to synthesize, describe, and explore the evidence available to teach EBNP to undergraduate student nurses, so the students can continue to integrate EBNP in clinical settings upon becoming professional nurses.Design: Systematic review with convergent qualitative synthesis.Data sources: Five electronic databases were searched; CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science Core Collection.Review methods: This study followed the guidelines for writing systematic reviews by the Joanna Briggs Institute.Results: Two themes were generated; educational strategies, and EBNP knowledge and implementation. The latter theme had six sub-themes of timing, duration, content, delivery method, context, and prerequisites while the former theme had four sub-themes of knowledge acquisition, EBNP use and research utilization, collaborative teaching, and barriers and facilitators.Conclusion: Well-designed educational strategies have a positive impact on students' EBNP knowledge and skills. These strategies are well suited for promoting EBNP implementation in clinical settings when students qualify as nurses. Evidence-based nursing practice Evidence-based practice Evidence-informed practice Nursing education Teaching strategies Undergraduate student nurses Ferguson, Linda verfasserin aut Berry, Lois verfasserin aut Leidl, Don verfasserin (orcid)0000-0003-3063-9705 aut Belton, Sara verfasserin aut Enthalten in Journal of professional nursing Philadelphia, Pa. : Saunders, 1985 37, Seite 135-148 Online-Ressource (DE-627)330080415 (DE-600)2049054-9 (DE-576)271585447 1532-8481 nnns volume:37 pages:135-148 GBV_USEFLAG_U SYSFLAG_U GBV_ELV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.63 Krankenpflege AR 37 135-148
spelling	10.1016/j.profnurs.2020.06.005 doi (DE-627)ELV005630134 (ELSEVIER)S8755-7223(20)30128-9 DE-627 ger DE-627 rda eng 610 DE-600 44.63 bkl Wakibi, Samson verfasserin (orcid)0000-0001-7967-3387 aut Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice.Objectives: The purpose of this study was to synthesize, describe, and explore the evidence available to teach EBNP to undergraduate student nurses, so the students can continue to integrate EBNP in clinical settings upon becoming professional nurses.Design: Systematic review with convergent qualitative synthesis.Data sources: Five electronic databases were searched; CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science Core Collection.Review methods: This study followed the guidelines for writing systematic reviews by the Joanna Briggs Institute.Results: Two themes were generated; educational strategies, and EBNP knowledge and implementation. The latter theme had six sub-themes of timing, duration, content, delivery method, context, and prerequisites while the former theme had four sub-themes of knowledge acquisition, EBNP use and research utilization, collaborative teaching, and barriers and facilitators.Conclusion: Well-designed educational strategies have a positive impact on students' EBNP knowledge and skills. These strategies are well suited for promoting EBNP implementation in clinical settings when students qualify as nurses. Evidence-based nursing practice Evidence-based practice Evidence-informed practice Nursing education Teaching strategies Undergraduate student nurses Ferguson, Linda verfasserin aut Berry, Lois verfasserin aut Leidl, Don verfasserin (orcid)0000-0003-3063-9705 aut Belton, Sara verfasserin aut Enthalten in Journal of professional nursing Philadelphia, Pa. : Saunders, 1985 37, Seite 135-148 Online-Ressource (DE-627)330080415 (DE-600)2049054-9 (DE-576)271585447 1532-8481 nnns volume:37 pages:135-148 GBV_USEFLAG_U SYSFLAG_U GBV_ELV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.63 Krankenpflege AR 37 135-148
allfields_unstemmed	10.1016/j.profnurs.2020.06.005 doi (DE-627)ELV005630134 (ELSEVIER)S8755-7223(20)30128-9 DE-627 ger DE-627 rda eng 610 DE-600 44.63 bkl Wakibi, Samson verfasserin (orcid)0000-0001-7967-3387 aut Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice.Objectives: The purpose of this study was to synthesize, describe, and explore the evidence available to teach EBNP to undergraduate student nurses, so the students can continue to integrate EBNP in clinical settings upon becoming professional nurses.Design: Systematic review with convergent qualitative synthesis.Data sources: Five electronic databases were searched; CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science Core Collection.Review methods: This study followed the guidelines for writing systematic reviews by the Joanna Briggs Institute.Results: Two themes were generated; educational strategies, and EBNP knowledge and implementation. The latter theme had six sub-themes of timing, duration, content, delivery method, context, and prerequisites while the former theme had four sub-themes of knowledge acquisition, EBNP use and research utilization, collaborative teaching, and barriers and facilitators.Conclusion: Well-designed educational strategies have a positive impact on students' EBNP knowledge and skills. These strategies are well suited for promoting EBNP implementation in clinical settings when students qualify as nurses. Evidence-based nursing practice Evidence-based practice Evidence-informed practice Nursing education Teaching strategies Undergraduate student nurses Ferguson, Linda verfasserin aut Berry, Lois verfasserin aut Leidl, Don verfasserin (orcid)0000-0003-3063-9705 aut Belton, Sara verfasserin aut Enthalten in Journal of professional nursing Philadelphia, Pa. : Saunders, 1985 37, Seite 135-148 Online-Ressource (DE-627)330080415 (DE-600)2049054-9 (DE-576)271585447 1532-8481 nnns volume:37 pages:135-148 GBV_USEFLAG_U SYSFLAG_U GBV_ELV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.63 Krankenpflege AR 37 135-148
allfieldsGer	10.1016/j.profnurs.2020.06.005 doi (DE-627)ELV005630134 (ELSEVIER)S8755-7223(20)30128-9 DE-627 ger DE-627 rda eng 610 DE-600 44.63 bkl Wakibi, Samson verfasserin (orcid)0000-0001-7967-3387 aut Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice.Objectives: The purpose of this study was to synthesize, describe, and explore the evidence available to teach EBNP to undergraduate student nurses, so the students can continue to integrate EBNP in clinical settings upon becoming professional nurses.Design: Systematic review with convergent qualitative synthesis.Data sources: Five electronic databases were searched; CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science Core Collection.Review methods: This study followed the guidelines for writing systematic reviews by the Joanna Briggs Institute.Results: Two themes were generated; educational strategies, and EBNP knowledge and implementation. The latter theme had six sub-themes of timing, duration, content, delivery method, context, and prerequisites while the former theme had four sub-themes of knowledge acquisition, EBNP use and research utilization, collaborative teaching, and barriers and facilitators.Conclusion: Well-designed educational strategies have a positive impact on students' EBNP knowledge and skills. These strategies are well suited for promoting EBNP implementation in clinical settings when students qualify as nurses. Evidence-based nursing practice Evidence-based practice Evidence-informed practice Nursing education Teaching strategies Undergraduate student nurses Ferguson, Linda verfasserin aut Berry, Lois verfasserin aut Leidl, Don verfasserin (orcid)0000-0003-3063-9705 aut Belton, Sara verfasserin aut Enthalten in Journal of professional nursing Philadelphia, Pa. : Saunders, 1985 37, Seite 135-148 Online-Ressource (DE-627)330080415 (DE-600)2049054-9 (DE-576)271585447 1532-8481 nnns volume:37 pages:135-148 GBV_USEFLAG_U SYSFLAG_U GBV_ELV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.63 Krankenpflege AR 37 135-148
allfieldsSound	10.1016/j.profnurs.2020.06.005 doi (DE-627)ELV005630134 (ELSEVIER)S8755-7223(20)30128-9 DE-627 ger DE-627 rda eng 610 DE-600 44.63 bkl Wakibi, Samson verfasserin (orcid)0000-0001-7967-3387 aut Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice.Objectives: The purpose of this study was to synthesize, describe, and explore the evidence available to teach EBNP to undergraduate student nurses, so the students can continue to integrate EBNP in clinical settings upon becoming professional nurses.Design: Systematic review with convergent qualitative synthesis.Data sources: Five electronic databases were searched; CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science Core Collection.Review methods: This study followed the guidelines for writing systematic reviews by the Joanna Briggs Institute.Results: Two themes were generated; educational strategies, and EBNP knowledge and implementation. The latter theme had six sub-themes of timing, duration, content, delivery method, context, and prerequisites while the former theme had four sub-themes of knowledge acquisition, EBNP use and research utilization, collaborative teaching, and barriers and facilitators.Conclusion: Well-designed educational strategies have a positive impact on students' EBNP knowledge and skills. These strategies are well suited for promoting EBNP implementation in clinical settings when students qualify as nurses. Evidence-based nursing practice Evidence-based practice Evidence-informed practice Nursing education Teaching strategies Undergraduate student nurses Ferguson, Linda verfasserin aut Berry, Lois verfasserin aut Leidl, Don verfasserin (orcid)0000-0003-3063-9705 aut Belton, Sara verfasserin aut Enthalten in Journal of professional nursing Philadelphia, Pa. : Saunders, 1985 37, Seite 135-148 Online-Ressource (DE-627)330080415 (DE-600)2049054-9 (DE-576)271585447 1532-8481 nnns volume:37 pages:135-148 GBV_USEFLAG_U SYSFLAG_U GBV_ELV SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2008 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.63 Krankenpflege AR 37 135-148
language	English
source	Enthalten in Journal of professional nursing 37, Seite 135-148 volume:37 pages:135-148
sourceStr	Enthalten in Journal of professional nursing 37, Seite 135-148 volume:37 pages:135-148
format_phy_str_mv	Article
bklname	Krankenpflege
institution	findex.gbv.de
topic_facet	Evidence-based nursing practice Evidence-based practice Evidence-informed practice Nursing education Teaching strategies Undergraduate student nurses
dewey-raw	610
isfreeaccess_bool	false
container_title	Journal of professional nursing
authorswithroles_txt_mv	Wakibi, Samson @@aut@@ Ferguson, Linda @@aut@@ Berry, Lois @@aut@@ Leidl, Don @@aut@@ Belton, Sara @@aut@@
publishDateDaySort_date	2020-01-01T00:00:00Z
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language_de	englisch
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author	Wakibi, Samson
spellingShingle	Wakibi, Samson ddc 610 bkl 44.63 misc Evidence-based nursing practice misc Evidence-based practice misc Evidence-informed practice misc Nursing education misc Teaching strategies misc Undergraduate student nurses Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis
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topic_title	610 DE-600 44.63 bkl Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis Evidence-based nursing practice Evidence-based practice Evidence-informed practice Nursing education Teaching strategies Undergraduate student nurses
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title	Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis
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title_full	Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis
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title_sort	teaching evidence-based nursing practice: a systematic review and convergent qualitative synthesis
title_auth	Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis
abstract	Background: The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice.Objectives: The purpose of this study was to synthesize, describe, and explore the evidence available to teach EBNP to undergraduate student nurses, so the students can continue to integrate EBNP in clinical settings upon becoming professional nurses.Design: Systematic review with convergent qualitative synthesis.Data sources: Five electronic databases were searched; CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science Core Collection.Review methods: This study followed the guidelines for writing systematic reviews by the Joanna Briggs Institute.Results: Two themes were generated; educational strategies, and EBNP knowledge and implementation. The latter theme had six sub-themes of timing, duration, content, delivery method, context, and prerequisites while the former theme had four sub-themes of knowledge acquisition, EBNP use and research utilization, collaborative teaching, and barriers and facilitators.Conclusion: Well-designed educational strategies have a positive impact on students' EBNP knowledge and skills. These strategies are well suited for promoting EBNP implementation in clinical settings when students qualify as nurses.
abstractGer	Background: The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice.Objectives: The purpose of this study was to synthesize, describe, and explore the evidence available to teach EBNP to undergraduate student nurses, so the students can continue to integrate EBNP in clinical settings upon becoming professional nurses.Design: Systematic review with convergent qualitative synthesis.Data sources: Five electronic databases were searched; CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science Core Collection.Review methods: This study followed the guidelines for writing systematic reviews by the Joanna Briggs Institute.Results: Two themes were generated; educational strategies, and EBNP knowledge and implementation. The latter theme had six sub-themes of timing, duration, content, delivery method, context, and prerequisites while the former theme had four sub-themes of knowledge acquisition, EBNP use and research utilization, collaborative teaching, and barriers and facilitators.Conclusion: Well-designed educational strategies have a positive impact on students' EBNP knowledge and skills. These strategies are well suited for promoting EBNP implementation in clinical settings when students qualify as nurses.
abstract_unstemmed	Background: The benefits that ensue evidence-based nursing practice (EBNP) in health care settings have been globally communicated to the nurses. However, the current clinical activities surrounding EBNP demand the involvement of nursing schools to accelerate this practice.Objectives: The purpose of this study was to synthesize, describe, and explore the evidence available to teach EBNP to undergraduate student nurses, so the students can continue to integrate EBNP in clinical settings upon becoming professional nurses.Design: Systematic review with convergent qualitative synthesis.Data sources: Five electronic databases were searched; CINAHL, MEDLINE, EMBASE, ERIC, and Web of Science Core Collection.Review methods: This study followed the guidelines for writing systematic reviews by the Joanna Briggs Institute.Results: Two themes were generated; educational strategies, and EBNP knowledge and implementation. The latter theme had six sub-themes of timing, duration, content, delivery method, context, and prerequisites while the former theme had four sub-themes of knowledge acquisition, EBNP use and research utilization, collaborative teaching, and barriers and facilitators.Conclusion: Well-designed educational strategies have a positive impact on students' EBNP knowledge and skills. These strategies are well suited for promoting EBNP implementation in clinical settings when students qualify as nurses.
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title_short	Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis
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up_date	2024-07-06T18:37:24.492Z
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