Treffer: Transforming Undergraduate Evidence-Based Practice Education: Active Learning With Clinical Partner Engagement.
Title:
Transforming Undergraduate Evidence-Based Practice Education: Active Learning With Clinical Partner Engagement.
Authors:
Abbate S; School of Nursing, Stony Brook University, Stony Brook, NY, USA (Drs Abbate, Della Ratta)., Della Ratta C
Source:
Nurse educator [Nurse Educ] 2025 Nov-Dec 01; Vol. 50 (6), pp. E412-E416. Date of Electronic Publication: 2025 Jun 20.
Publication Type:
Journal Article
Language:
English
Journal Info:
Publisher: Lippincott Williams & Wilkins Country of Publication: United States NLM ID: 7701902 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1538-9855 (Electronic) Linking ISSN: 03633624 NLM ISO Abbreviation: Nurse Educ Subsets: MEDLINE
Imprint Name(s):
Publication: Philadelphia, PA : Lippincott Williams & Wilkins
Original Publication: [Wakefield, Mass., Nursing Digest, Inc.]
Original Publication: [Wakefield, Mass., Nursing Digest, Inc.]
MeSH Terms:
Education, Nursing, Baccalaureate*/organization & administration , Education, Nursing, Baccalaureate*/methods , Problem-Based Learning*/methods , Problem-Based Learning*/organization & administration , Students, Nursing*/psychology , Students, Nursing*/statistics & numerical data , Evidence-Based Nursing*/education , Evidence-Based Practice*/education, Humans ; Curriculum ; Nursing Education Research ; Clinical Competence ; Nursing Evaluation Research ; Cooperative Behavior
References:
Quality and Safety Education for Nurses. Project Overview. Published 2022. Accessed January 15, 2025. https://www.qsen.org/post/project-overview.
Melnyk BM, Fineout-Overholt E, eds.. Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice. 4th ed. Wolters Kluwer Health; 2019.
Connor L, Dean J, McNett M, et al. Evidence-based practice improves patient outcomes and healthcare system return on investment: findings from a scoping review. Worldviews Evid Based Nurs. 2023;20(1):6-15. doi:10.1111/wvn.12621. (PMID: 10.1111/wvn.12621)
Galuska L, Loos N, Najib Kawar L, Thomas B, Gallagher-Ford L. Equipping nurses to lead evidence-based practice: an opportunity for professional nursing associations. J Nurs Adm. 2022;52(10):554-559. doi:10.1097/NNA.0000000000001198. (PMID: 10.1097/NNA.0000000000001198)
Melnyk BM, Zellefrow C, Tan A, Hsieh AP. Differences between magnet and non-magnet-designated hospitals in nurses’ evidence-based practice knowledge: competencies, mentoring, and culture. Worldviews Evid Based Nurs. 2020;17(5):337-347. doi:10.1111/wvn.12467. (PMID: 10.1111/wvn.12467)
American Association of Colleges of Nursing (AACN). The Essentials: Core Competencies for Professional Nursing Education; Published 2021. Accessed January 22, 2025. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf .
Long E, Haskett M. Engaging undergraduate students in evidence-based practice. Nurse Educ. 2024;49(2):E105–E106. doi:10.1097/NNE.0000000000001521. (PMID: 10.1097/NNE.0000000000001521)
Powell SB, Engelke MK. Experiential learning to engage millennial learners in an undergraduate nursing research course. Nurs Educ Perspect. 2020;41(4):263-264. doi:10.1097/01.NEP.0000000000000483. (PMID: 10.1097/01.NEP.0000000000000483)
Waszak DL, Stec M, Martini K, Mihal CC. An innovative approach to teaching evidence-based practice: use of PICO Pal. Nurse Educ. 2022;47(6):332-335. doi:10.1097/NNE.0000000000001226. (PMID: 10.1097/NNE.0000000000001226)
American Association of Colleges of Nursing. Guide to curricular transition for competency-based education. Published 2023. Accessed January 24, 2025. https://www.aacnnursing.org/Portals/0/PDFs/Essentials/Guide-to-Curricular-Transition-for-Competency-Based-Education.pdf.
Barranquero-Herbosa M, Abajas-Bustillo R, Ortego-Maté C. Effectiveness of flipped classroom in nursing education: a systematic review of systematic and integrative reviews. Int J Nurs Stud. 2022;135:104327. doi:10.1016/j.ijnurstu.2022.104327. (PMID: 10.1016/j.ijnurstu.2022.104327)
Michaelsen L, Parmelee D, McMahon K, Levine R, eds. Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Stylus Publishing; 2008.
Della Ratta CB. Flipping the classroom with team-based learning in undergraduate nursing education. Nurse Educ. 2015;40(2):71-74. doi:10.1097/NNE.0000000000000112. (PMID: 10.1097/NNE.0000000000000112)
Sozmen EY. Perspective on pros and cons of microlearning in health education. Essays Biochem. 2022;66(1):39-44. doi:10.1042/EBC20210047. (PMID: 10.1042/EBC20210047)
American Association of Colleges of Nursing. Exemplary academic practice partnership awards. Published 2025. Accessed March 12, 2025. https://www.aacnnursing.org/membership/volunteer-engage/aacn-awards/academic-practice-partnerships.
Melnyk BM, Fineout-Overholt E, eds.. Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice. 4th ed. Wolters Kluwer Health; 2019.
Connor L, Dean J, McNett M, et al. Evidence-based practice improves patient outcomes and healthcare system return on investment: findings from a scoping review. Worldviews Evid Based Nurs. 2023;20(1):6-15. doi:10.1111/wvn.12621. (PMID: 10.1111/wvn.12621)
Galuska L, Loos N, Najib Kawar L, Thomas B, Gallagher-Ford L. Equipping nurses to lead evidence-based practice: an opportunity for professional nursing associations. J Nurs Adm. 2022;52(10):554-559. doi:10.1097/NNA.0000000000001198. (PMID: 10.1097/NNA.0000000000001198)
Melnyk BM, Zellefrow C, Tan A, Hsieh AP. Differences between magnet and non-magnet-designated hospitals in nurses’ evidence-based practice knowledge: competencies, mentoring, and culture. Worldviews Evid Based Nurs. 2020;17(5):337-347. doi:10.1111/wvn.12467. (PMID: 10.1111/wvn.12467)
American Association of Colleges of Nursing (AACN). The Essentials: Core Competencies for Professional Nursing Education; Published 2021. Accessed January 22, 2025. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf .
Long E, Haskett M. Engaging undergraduate students in evidence-based practice. Nurse Educ. 2024;49(2):E105–E106. doi:10.1097/NNE.0000000000001521. (PMID: 10.1097/NNE.0000000000001521)
Powell SB, Engelke MK. Experiential learning to engage millennial learners in an undergraduate nursing research course. Nurs Educ Perspect. 2020;41(4):263-264. doi:10.1097/01.NEP.0000000000000483. (PMID: 10.1097/01.NEP.0000000000000483)
Waszak DL, Stec M, Martini K, Mihal CC. An innovative approach to teaching evidence-based practice: use of PICO Pal. Nurse Educ. 2022;47(6):332-335. doi:10.1097/NNE.0000000000001226. (PMID: 10.1097/NNE.0000000000001226)
American Association of Colleges of Nursing. Guide to curricular transition for competency-based education. Published 2023. Accessed January 24, 2025. https://www.aacnnursing.org/Portals/0/PDFs/Essentials/Guide-to-Curricular-Transition-for-Competency-Based-Education.pdf.
Barranquero-Herbosa M, Abajas-Bustillo R, Ortego-Maté C. Effectiveness of flipped classroom in nursing education: a systematic review of systematic and integrative reviews. Int J Nurs Stud. 2022;135:104327. doi:10.1016/j.ijnurstu.2022.104327. (PMID: 10.1016/j.ijnurstu.2022.104327)
Michaelsen L, Parmelee D, McMahon K, Levine R, eds. Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Stylus Publishing; 2008.
Della Ratta CB. Flipping the classroom with team-based learning in undergraduate nursing education. Nurse Educ. 2015;40(2):71-74. doi:10.1097/NNE.0000000000000112. (PMID: 10.1097/NNE.0000000000000112)
Sozmen EY. Perspective on pros and cons of microlearning in health education. Essays Biochem. 2022;66(1):39-44. doi:10.1042/EBC20210047. (PMID: 10.1042/EBC20210047)
American Association of Colleges of Nursing. Exemplary academic practice partnership awards. Published 2025. Accessed March 12, 2025. https://www.aacnnursing.org/membership/volunteer-engage/aacn-awards/academic-practice-partnerships.
Contributed Indexing:
Keywords: academic-practice partnership; competencies; experiential learning; nursing students; team-based learning
Entry Date(s):
Date Created: 20250620 Date Completed: 20251023 Latest Revision: 20251023
Update Code:
20251023
DOI:
10.1097/NNE.0000000000001917
PMID:
40539799
Database:
MEDLINE
Weitere Informationen
Background: Despite evidence-based practice (EBP) concepts having a presence in undergraduate curricula, many practicing nurses do not meet EBP competency.
Problem: Schools of nursing are addressing this gap as major curricular revisions with a competency focus are underway to promote "practice ready" graduates.
Approach: This article describes a semester-long EBP activity that involves team-based active learning within a large classroom environment and leverages academic-practice partner engagement to enhance undergraduate student learning and EBP competency attainment.
Outcomes: This multifaceted active learning class, which included an experiential component, engaged students with a real clinical issue and led to strong performance on end-of-semester EBP assessments, demonstrating their ability to develop evidence-based solutions.
Conclusion: Combining active learning methods with practice partner collaboration in a large class setting is an innovative approach to advance undergraduate student EBP competency while addressing practice partner clinical issues.
(Copyright © 2025 Wolters Kluwer Health, Inc. All rights reserved.)
The authors declare no conflicts of interest.