BACKGROUND: Nursing students require education that integrates evidence-based practice (EBP) knowledge across classroom and clinical settings. This study was conducted to identify and examine the literature related to nursing students' use of evidence in clinical education and to identify associated research gaps. METHOD: A scoping review describing the extent, range, and nature of the research activity focused on students' use of evidence in clinical education. RESULTS: Included studies (N = 37) describe the barriers and facilitators to nursing students' EBP and describe the evaluation of strategies that support nursing students' engagement in EBP. Most commonly identified barriers include a lack of knowledge and skills for EBP; negative attitudes toward EBP in students, faculty, and nurses; and lack of support in the clinical setting. Evaluated strategies included educational sessions and EBP projects, either alone or in combination, as well as other stand-alone interventions. All but two of the intervention studies reported positive subjective or objective outcomes. CONCLUSION: On the basis of these results, educators can engage in combined educational strategies that focus on addressing described barriers. [J Nurs Educ. 2017;56(9):534-541.]. Copyright 2017, SLACK Incorporated.
BACKGROUND: Nursing students require education that integrates evidence-based practice (EBP) knowledge across classroom and clinical settings. This study was conducted to identify and examine the literature related to nursing students' use of evidence in clinical education and to identify associated research gaps. METHOD: A scoping review describing the extent, range, and nature of the research activity focused on students' use of evidence in clinical education. RESULTS: Included studies (N = 37) describe the barriers and facilitators to nursing students' EBP and describe the evaluation of strategies that support nursing students' engagement in EBP. Most commonly identified barriers include a lack of knowledge and skills for EBP; negative attitudes toward EBP in students, faculty, and nurses; and lack of support in the clinical setting. Evaluated strategies included educational sessions and EBP projects, either alone or in combination, as well as other stand-alone interventions. All but two of the intervention studies reported positive subjective or objective outcomes. CONCLUSION: On the basis of these results, educators can engage in combined educational strategies that focus on addressing described barriers. [J Nurs Educ. 2017;56(9):534-541.]. Copyright 2017, SLACK Incorporated.
Authors: Ana Rosa Alconero-Camarero; Carmen Sarabia-Cobo; Montserrat Antonín-Martin; Alicia Borras-Santos; Montserrat Edo-Gual; Vicente Gea-Caballero; José Luis Gómez-Urquiza; José Rafael González-López; María Antonia Martínez-Momblán; Alfonso Meneses-Monroy; Montserrat Montaña-Peironcely; Diego Serrano-Gómez; Azucena Santillán-García Journal: Int J Environ Res Public Health Date: 2021-06-07 Impact factor: 3.390
Authors: Athina E Patelarou; Enkeleint A Mechili; María Ruzafa-Martinez; Jakub Dolezel; Joanna Gotlib; Brigita Skela-Savič; Antonio Jesús Ramos-Morcillo; Stefano Finotto; Darja Jarosova; Marta Smodiš; Daniela Mecugni; Mariusz Panczyk; Evridiki Patelarou Journal: Int J Environ Res Public Health Date: 2020-08-31 Impact factor: 3.390