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首页> 外文期刊>Nurse education in practice >Teaching evidence-based practice: Developing a curriculum model to foster evidence-based practice in undergraduate student nurses
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Teaching evidence-based practice: Developing a curriculum model to foster evidence-based practice in undergraduate student nurses

机译：教授循证实践：开发课程模型以培养本科生护士的循证实践

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For the nature of the Evidence-Based Practice (EBP) and its relevance to nursing, the skills that it requires should be a component in the basic Nursing degree courses. For this reason, the EBP process should be introduced early on in nursing education to develop students' independence and ability to self-learning. Aim: the aim of this study is to describe the perception that newly graduated nurses have relative to the benefits of the skills learned during the laboratory's three-year EBP in consideration of the construction of the thesis, the research of evidence and usefulness of the EBP process for the development of their professional career. Methods: A descriptive study with a sample of 300 newly graduated nurses from the Degree Course in Nursing of the University of Modena and Reggio Emilia, venue of Reggio Emilia. The data collection instrument was an anonymous questionnaire. It was possible to answer through a 10 Likert scale. Results: The sample considers effective the research of evidence carried out (mean 6, SD 2), related to the problems of patients (mean 7, SD 2); the sample considered the skills acquired during the laboratory's three-year EBP to be useful for career development (mean 7, SD 2). Conclusions: the decision to include the laboratory's three-year EBP in the curriculum of the Nursing degree promotes the development of skills relating to the use of the EBP process, competence that in the literature is indicated as one of the core competencies that all health professionals should develop and maintain throughout their professional career.
机译：鉴于循证实践（EBP）的性质及其与护理的相关性，它所要求的技能应成为基础护理学位课程的组成部分。因此，应在护理教育中尽早引入EBP过程，以培养学生的独立性和自学能力。目的：本研究旨在描述一种观点，即考虑到论文的结构，证据的研究和实用性，新毕业的护士相对于实验室三年的EBP所学技能的益处他们职业发展的过程。方法：对来自摩德纳大学和雷焦艾米利亚（雷焦艾米利亚）会场护理学学位课程的300名新毕业护士的样本进行描述性研究。数据收集工具是匿名调查表。可以通过10李克特量表进行回答。结果：该样本认为所进行的与患者问题有关的证据（平均值6，SD 2）有效（平均值7，SD 2）;该样本认为在实验室三年的EBP期间获得的技能对职业发展有用（平均值7，标准差2）。结论：将实验室三年制的EBP纳入护理学位课程的决定促进了与EBP流程使用相关的技能的发展，在文献中被表明是所有卫生专业人员的核心能力之一的能力应在整个职业生涯中发展和维持。

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