You're Teaching Evidence-Based Practice to BSN Students…But Are They Learning?

Rebecca L. Serfass, Amy Hagedorn Wonder

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Although baccalaureate nursing programs often teach evidence-based practice (EBP), the effectiveness of targeted education to facilitate progressive EBP knowledge development is unclear. Rigorous, objective evaluation is vital for faculty to determine if students' EBP knowledge is advancing, stagnating, or declining as they progress toward program completion. In a study across multiple campuses of one traditional baccalaureate nursing program, EBP knowledge significantly improved between sophomore and junior levels, but not between junior and senior levels. These results highlight the importance of using evaluation to gauge the impact of curriculum on students' learning and progressive EBP knowledge development.

Original languageEnglish (US)
Pages (from-to)172-174
Number of pages3
JournalNursing education perspectives
Volume39
Issue number3
DOIs
StatePublished - May 1 2018

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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