Using a pedagogical approach to integrate evidence-based teaching in an undergraduate women's health course

Katy Dawley, Joan Rosen Bloch, Patricia Dunphy Suplee, Amy Mckeever, Gerri Scherzer

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

Abstract

Background:Evidence-based practice (EBP) is promoted as a foundation for nursing practice. However, the 2005 U.S. survey of nurses revealed that they do not have requisite skills for EBP. Purpose and Goals:To evaluate a pedagogical approach aimed at (1) fostering undergraduate nursing students EBP competencies, and (2) identifying gaps in the literature to direct future women's health research. Methods:A secondary analysis of data abstracted from required EBP clinical journals for an undergraduate women's health course in which students (n= 198) were asked to find evidence to answer their clinical questions. Content analysis was used to identify main themes of the topics of inquiry. Results:Students identified 1,808 clinical questions and 30.3% (n= 547) of these could not be answered or supported by evidence in the literature. Conclusions:This assignment was an important teaching and assessment tool for EBP. Questions reflected critical thinking and quest for in-depth knowledge to support nursing practice. Some students lacked skills in searching databases and a significant number of knowledge gaps were identified that can direct women's health research.

Original languageEnglish (US)
Pages (from-to)116-123
Number of pages8
JournalWorldviews on Evidence-Based Nursing
Volume8
Issue number2
DOIs
StatePublished - Jun 2011

ASJC Scopus subject areas

  • Nursing(all)

Keywords

  • Evidence-based teaching
  • Nursing education
  • Pedagogical
  • Qualitative research
  • Women's health

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