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Using a Pedagogical Approach to Integrate Evidence‐Based Teaching in an Undergraduate Women's Health Course
Author(s) -
Dawley Katy,
Bloch Joan Rosen,
Suplee Patricia Dunphy,
McKeever Amy,
Scherzer Gerri
Publication year - 2011
Publication title -
worldviews on evidence‐based nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.052
H-Index - 49
eISSN - 1741-6787
pISSN - 1545-102X
DOI - 10.1111/j.1741-6787.2010.00210.x
Subject(s) - medical education , evidence based practice , psychology , clinical practice , critical thinking , nursing , medicine , pedagogy , alternative medicine , pathology
Background: Evidence‐based practice (EBP) is promoted as a foundation for nursing practice. However, the 2005 U.S. survey of nurses revealed that they do not have requisite skills for EBP. Purpose and Goals: To evaluate a pedagogical approach aimed at (1) fostering undergraduate nursing students EBP competencies, and (2) identifying gaps in the literature to direct future women's health research. Methods: A secondary analysis of data abstracted from required EBP clinical journals for an undergraduate women's health course in which students ( n = 198) were asked to find evidence to answer their clinical questions. Content analysis was used to identify main themes of the topics of inquiry. Results: Students identified 1,808 clinical questions and 30.3% ( n = 547) of these could not be answered or supported by evidence in the literature. Conclusions: This assignment was an important teaching and assessment tool for EBP. Questions reflected critical thinking and quest for in‐depth knowledge to support nursing practice. Some students lacked skills in searching databases and a significant number of knowledge gaps were identified that can direct women's health research.