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

Rebecca L. Serfass, Amy Hagedorn Wonder

Research output: Contribution to journalArticle

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

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Evidence-Based Practice
Teaching
Learning
learning
evidence
Nursing
nursing
Students
evaluation
Curriculum
knowledge
student
Education
curriculum
education

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

You're Teaching Evidence-Based Practice to BSN Students…But Are They Learning? / Serfass, Rebecca L.; Hagedorn Wonder, Amy.

In: Nursing education perspectives, Vol. 39, No. 3, 01.05.2018, p. 172-174.

Research output: Contribution to journalArticle

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