Tactics for teaching evidence-based practice : improving self-efficacy in finding and appraising evidence in a master's evidence-based practice unit


Autoria(s): Chang, Anne; Levin, Rona F.
Data(s)

2014

Resumo

Universal application of evidence-based practice (EBP) is far from a reality with many clinicians feeling ill equipped to adopt this approach in their clinical practice (Melnyk Fineout- Overholt, Feinstein, Sadler, & Green-Hernandez, 2008; Sherriff, Wallis, & Chaboyer, 2007) and, thus, to be an intelligent consumer of evidence (Ciliska, 2005). While recognizing the benefit of EBP, many health professionals have low confidence in their skills for using evidence in clinical settings (Nagy, Lumby, McKinley, &Macfarlane, 2001). Educational initiatives are often recommended for promoting adoption of EBP with much of the focus being on providing knowledge of associated processes. Levin, Melnyk, Fineout-Overholt, Barnes, and Vetter (2011) demonstrated that providing knowledge of EBP process alone does not increase clinicians’ confidence in their ability to apply EBP to their practice...

Identificador

http://eprints.qut.edu.au/81266/

Publicador

Wiley-Blackwell Publishing, Inc.

Relação

DOI:10.1111/wvn.12050

Chang, Anne & Levin, Rona F. (2014) Tactics for teaching evidence-based practice : improving self-efficacy in finding and appraising evidence in a master's evidence-based practice unit. Worldviews on Evidence-Based Nursing, 11(4), pp. 266-269.

Direitos

Copyright 2014 Sigma Theta Tau International

Fonte

Faculty of Health; Institute of Health and Biomedical Innovation; School of Nursing

Palavras-Chave #111099 Nursing not elsewhere classified #self-efficacy #evidence based practice #teaching #nursing education #HERN
Tipo

Journal Article