Integrating EBP and Research into the ADN Classroom

1. Integrating EBP and Research into the ADN Classroom Presenters: B.Bryan K.Nabors B. Larmon

2. Objectives • Describe the need for and importance of EBP in ADN student education • Provide examples of student learning activities for integrating research and EBP throughout the ADN curriculum

3. What is EBP? • Teacher Perspective • How do WE use it…. • Student Perspective • How do we get THEM to use it?

4. Why is it important? • For our program and our graduates • Institute of Medicine • National League for Nursing

5. How do we incorporate both? • Courey, Benson-Soros, Deemer, & Zeller (2006) • Heye & Stevens (2009) • Pierce (2005) • Ross, Noone, Luce, & Sideras (2009)

6. What did we find? • Acquire and evaluate research • Clinical component • Value • Computer literacy • Integration over isolation

7. Introduction to Nursing Research • Introduced in 2nd semester of freshmen year • Nursing Role II Course • ADN’s role in nursing research • Emphasis on research utilization in practice

8. Assignment • Article Critique • Clinical Integration • Common Issues encountered in clinical practice areas • Med/Surg • OB/NSY • Geriatrics

9. Article Critique Guidelines • Peer-reviewed nursing or medical journal • Current within last 7yrs. • Summary of important aspects to include • Research methods, key concepts or ideas, limitations, findings, and recommendations

10. Topics • Students draw for topics • Expanded from initial emphasis of infection control and patient safety • This year’s emphasis: • medication errors; hand hygiene; wound care; UTI’s; IV therapy; medical equipment; fall prevention

11. Resources • APA latest edition • Owlpurdue website for APA format • Campus writing center • Campus library • Faculty appraisal of article before submission • Example given for heading/title/reference

12. Evaluation • Rubric • Based on 10 point scale • Partial credit may be given

13. Rubric

14. Benefits for Students • Increased computer and literacy skills • Critique validity of nursing practice policies and procedures • Value of quality improvement

15. Develop spirit of inquiry • Appreciation and value of nursing research

16. Role 3-Application and Participation • Evidence-Based Practice • Who participates? • Why do they participate? • What is the purpose of participation? • How do students participate? • Where is the participation found?

17. Closing the Loop • First semester of Sophomore year • 3 major roles from MS Competency Model • Manager • Member of the profession • Provider of care • Application of EBP theory into three major roles

18. Theory: Concepts to Facilitate RN Role • INDIVIDUAL PROFESSIONAL DEVELOPMENT • Member of Profession Scholar/Ethicist/Researcher Collaborator (“ASN interprets research to improve outcomes”) • Provider of Care Care giver Teacher Communicator/Counselor Advocate • MANAGEMENT OF CLIENT CARE • Manager Role • Leader • Facilitator • Intrapreneur • Decision Maker • Use of Information Tech Conflict Resolution Staff Development Performance Improvement Resource Management

19. Role 3: Course Assignments • Professional Paper • APA format • Purpose identified • Main points developed • Relevance to Associate Degree Nurse in Practice • Formal Presentation • Demonstrates knowledge & comprehension of subject • Discuss application to nursing practice • Provides relevance to A.D.N. role as Manager, Member of Profession and/or Nursing Practice

20. Poster Presentation • Create visual presentation described in professional paper EBP

21. Integration into Clinical Practice

22. How does it all fit? • Laying the foundation-Freshman Year • Using what they learn-Sophomore Year