Original ArticleEducating for Evidence-Based Practice
Section snippets
Arguments Against Teaching EBN in Nursing Curricula
The first hurdle to face in moving toward an EBN curriculum is to overcome arguments against it. The most frequently encountered arguments experienced from nursing educators are explored subsequently.
Student Expectations and Evaluation Strategies
This section moves from whether to teach EBN to how to teach EBN. As noted, there is no available evidence evaluating curricula or teaching EBN. However, several people have postulated that more than a course on EBP is needed; rather, a paradigm shift is required to move from traditional education to curricula focused on the integration of EBP (Kessinich, Guyatt, & DiCenso, 1997; Fineout-Overholt & Johnston, 2005).
Curriculum possibilities across the spectrum of undergraduate and graduate
Conclusion
This article has emphasized that teaching research and statistics courses is not enough to enable graduates to practice in the evidence-based way that is demanded of current policies. The ideal curriculum revision is to integrate EBN across levels and courses, starting with deciding on expectations of student skills and performance at various levels, developing assignments that reflect those expectations, and offering faculty development as required. As with any planned change, a critical mass
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