Article type
Abstract
Background
Increasing the number of nurses with doctoral degrees is rapidly accelerating in the US. The structure of these programs culminates with an evidence-based practice project aimed at improving patient outcomes and increasing efficiencies in healthcare. In 2021, there were 425 Doctorate of Nursing Practice (DNP) programs that graduated over 11,000 advanced practice nurses, a dramatic increase from only 50 programs in 2007. Structuring the curriculum of these programs around the JBI Model for Evidence Based Healthcare (EBHC) has the potential to harness to power of thousands of DNP graduates each year to improve care and become agents for change.
Objectives
This presentation will describe the impact of sequential curriculum integration of evidence synthesis and evidence implementation to DNP programs to accelerate the use of best evidence in practice.
Methods
The full JBI model has been adapted and fully integrated throughout the curriculum for DNP students at our university. Over 6 quarters of study, students learn the tenets of forming a robust PICO question, establishing significance for a specific population, finding the best evidence through systematic searching, creating a plan for implementation and managing change, putting research into practice, measuring outcomes that reflect critical metrics, and ensuring sustainability.
Through an iterative process, the curriculum has been refined to create a culture of using evidence to guide practice. It provides all of DNP graduates with the skills to utilize the JBI model in the environments in which they work. Faculty are trained using the JBI short courses and through recurring workshops at the university. Curriculum is reviewed at the college level to ensure consistency across programs.
Results
Through an iterative process, we have achieved a streamlined curricular approach that gives our graduates the tools to conduct evidence implementation and be agents for change in their places of work. Our clinical partners and their patients have benefited from the conduct of robust evidence implementation projects at their facilities.
Conclusions
An intentional and systematic approach to curricular integration of the JBI Model for EBHC has the potential to educate nurses to be advocates for evidence implementation using a robust and validated methodology.
Increasing the number of nurses with doctoral degrees is rapidly accelerating in the US. The structure of these programs culminates with an evidence-based practice project aimed at improving patient outcomes and increasing efficiencies in healthcare. In 2021, there were 425 Doctorate of Nursing Practice (DNP) programs that graduated over 11,000 advanced practice nurses, a dramatic increase from only 50 programs in 2007. Structuring the curriculum of these programs around the JBI Model for Evidence Based Healthcare (EBHC) has the potential to harness to power of thousands of DNP graduates each year to improve care and become agents for change.
Objectives
This presentation will describe the impact of sequential curriculum integration of evidence synthesis and evidence implementation to DNP programs to accelerate the use of best evidence in practice.
Methods
The full JBI model has been adapted and fully integrated throughout the curriculum for DNP students at our university. Over 6 quarters of study, students learn the tenets of forming a robust PICO question, establishing significance for a specific population, finding the best evidence through systematic searching, creating a plan for implementation and managing change, putting research into practice, measuring outcomes that reflect critical metrics, and ensuring sustainability.
Through an iterative process, the curriculum has been refined to create a culture of using evidence to guide practice. It provides all of DNP graduates with the skills to utilize the JBI model in the environments in which they work. Faculty are trained using the JBI short courses and through recurring workshops at the university. Curriculum is reviewed at the college level to ensure consistency across programs.
Results
Through an iterative process, we have achieved a streamlined curricular approach that gives our graduates the tools to conduct evidence implementation and be agents for change in their places of work. Our clinical partners and their patients have benefited from the conduct of robust evidence implementation projects at their facilities.
Conclusions
An intentional and systematic approach to curricular integration of the JBI Model for EBHC has the potential to educate nurses to be advocates for evidence implementation using a robust and validated methodology.