Article type
Abstract
"Background: Evidence-based practice (EBP) in healthcare is imperative for delivering high-quality care to improve patient outcomes and reduce costs. By integrating EBP knowledge, skills, and abilities into coursework, we empower students to translate research into practice, refine clinical leadership skills, and prioritize patient-centered care. Critical to that success is preparing faculty with the skillset and innovative approaches needed to meet this educational challenge.
Objectives: The purpose of this presentation is to describe a scaffolding approach to building EBP-competent students, faculty, and organizational capacity developed by two academic nursing units in Taiwan and the United States.
Approach: We used scaffolding approaches for a multi-prong approach to curriculum refinements, faculty development, and multidimensional assessments of faculty, strategic practice partners, and students to establish foci and drive EBP expertise development.
Results: Baseline assessment of the organization, faculty, and students, was used to drive development of on-site intensive faculty workshops focused on integrating EBP across and within education, scholarship, and practice. We integrated Collaborative international Online Learning (COIL) partnerships to determine readiness, logistics and curricular integration, and established COIL learning opportunities within both partner’s curriculum to build EBP expertise in Doctor of Nursing Practice (DNP) students and faculty. Creating global learning opportunities by leveraging virtual spaces to bring students together for mutually-beneficial, shared, collaborative seminars facilitated by faculty experts on specific topics regarding EBP, organizational culture, quality improvement, barriers and facilitators and role brought learners together virtually.
Conclusion: Our scaffolding approaches provide a framework for learning and building individual and organizational capacity as faculty and students build and strengthen their EBP expertise. Increasing faculty knowledge, skills, and abilities for educating students who will directly use evidence-based practice to address and lead programs and projects across diverse healthcare issues is a critical need within academia. Similarly, collecting and analyzing important data for understanding EBP barriers, facilitators, awareness, and uptake within academic and professional organizations is critical for improving EBP implementation, evaluation, and sustainability. Extending global exchange opportunities through COIL and other virtual experiences with an EBP focus develops both critical thinking and application opportunities needed to address leadership and role development in the field.
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Objectives: The purpose of this presentation is to describe a scaffolding approach to building EBP-competent students, faculty, and organizational capacity developed by two academic nursing units in Taiwan and the United States.
Approach: We used scaffolding approaches for a multi-prong approach to curriculum refinements, faculty development, and multidimensional assessments of faculty, strategic practice partners, and students to establish foci and drive EBP expertise development.
Results: Baseline assessment of the organization, faculty, and students, was used to drive development of on-site intensive faculty workshops focused on integrating EBP across and within education, scholarship, and practice. We integrated Collaborative international Online Learning (COIL) partnerships to determine readiness, logistics and curricular integration, and established COIL learning opportunities within both partner’s curriculum to build EBP expertise in Doctor of Nursing Practice (DNP) students and faculty. Creating global learning opportunities by leveraging virtual spaces to bring students together for mutually-beneficial, shared, collaborative seminars facilitated by faculty experts on specific topics regarding EBP, organizational culture, quality improvement, barriers and facilitators and role brought learners together virtually.
Conclusion: Our scaffolding approaches provide a framework for learning and building individual and organizational capacity as faculty and students build and strengthen their EBP expertise. Increasing faculty knowledge, skills, and abilities for educating students who will directly use evidence-based practice to address and lead programs and projects across diverse healthcare issues is a critical need within academia. Similarly, collecting and analyzing important data for understanding EBP barriers, facilitators, awareness, and uptake within academic and professional organizations is critical for improving EBP implementation, evaluation, and sustainability. Extending global exchange opportunities through COIL and other virtual experiences with an EBP focus develops both critical thinking and application opportunities needed to address leadership and role development in the field.
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