Brigita Skela-Savič1, Joanna Gotlib2, Mariusz Panczyk3, Athina E Patelarou4, Urban Bole5, Antonio Jesús Ramos-Morcillo6, Stefano Finotto7, Daniela Mecugni8, Darja Jarosova9, Evridiki Patelarou4, Jakub Dolezel10, Maria Ruzafa-Martínez11. 1. Angela Boškin Faculty of Health Care, Spodnji Plavž 3, 4270 Jesenice, Slovenia. Electronic address: bskelasavic@fzab.si. 2. Department of Education and Research in Health Sciences, Faculty of Health Science, Medical University of Warsaw, Warsaw, Poland. Electronic address: joanna.gotlib@wum.edu.pl. 3. Department of Education and Research in Health Sciences, Faculty of Health Science, Medical University of Warsaw, Warsaw, Poland. Electronic address: mariusz.panczyk@wum.edu.pl. 4. Hellenic Mediterranean University, Greece. Electronic address: epatelarou@hmu.gr. 5. Angela Boškin Faculty of Health Care, Slovenia. Electronic address: urban.bole@gmail.com. 6. Faculty of Nursing, University of Murcia, Campus de Espinardo, 30100 Murcia, Spain. Electronic address: ajramos@um.es. 7. University of Modena and Reggio Emilia, seat of Reggio Emilia, Degree Course in Nursing, Italy. Electronic address: sfinotto@unimore.it. 8. University of Modena and Reggio Emilia, seat of Reggio Emilia, Degree Course in Nursing, Italy. Electronic address: daniela.mecugni@unimore.it. 9. Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Syllabova 19, 703 00 Ostrava, Czech Republic. Electronic address: darja.jarosova@osu.cz. 10. Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Syllabova 19, 703 00 Ostrava, Czech Republic. Electronic address: jakub.dolezel@osu.cz. 11. Faculty of Nursing, University of Murcia, Campus de Espinardo, 30100 Murcia, Spain. Electronic address: maruzafa@um.es.
Abstract
BACKGROUND: Teaching evidence-based practice (EBP) in nursing education varies among nurse educators and universities. Lack of nurses' knowledge and skills are among the barriers commonly associated with the limited use of EBP in practice. OBJECTIVES: To describe the presence, characteristics and content of courses of EBP in nursing bachelor's, master's, and PhD programs in six European countries. DESIGN: A descriptive study design was employed. SETTINGS: The study was implemented as part of the EBP e-Toolkit Project as a strategic partnership of six European higher education institutions from six countries in the framework of the Erasmus+ Programme. PARTICIPANTS: Census sampling (N = 225) was used. A total of 162 (72%) faculties responded from the following countries: Spain (79), Italy (44), the Czech Republic (15), Poland (12), Greece (7), and Slovenia (5). METHODS: Three structured instruments were developed by using the consensus development panel. The research was conducted from December 2018 to March 2019. For names of subjects, a manual narrative Template Analysis was used with open descriptive coding. RESULTS: Subjects in "EBP in Nursing or Health Care" are included in 45 (29.2%) bachelor's programs, mostly worth 180 European Credit Transfer System (ECTS) credits, 30 (28%) master's, and 6 (40%) PhD programs. In bachelor's programs, an average of 134 h are spent teaching EBP steps, followed by 127 h in master's programs and 52 h in PhD programs. EBP subjects have different focuses: clear topics in EBP, development of research knowledge, awareness of the need for evidence-based clinical work, and understanding the needs of the profession. CONCLUSIONS: Teaching EBP is not yet sufficiently integrated into nursing curricula. For more efficient integration, guidelines on the standardization of teaching approaches and content have to be developed in all three cycles of higher education. Further research is needed on the implementation of teaching at master's and PhD levels of nursing curricula.
BACKGROUND: Teaching evidence-based practice (EBP) in nursing education varies among nurse educators and universities. Lack of nurses' knowledge and skills are among the barriers commonly associated with the limited use of EBP in practice. OBJECTIVES: To describe the presence, characteristics and content of courses of EBP in nursing bachelor's, master's, and PhD programs in six European countries. DESIGN: A descriptive study design was employed. SETTINGS: The study was implemented as part of the EBP e-Toolkit Project as a strategic partnership of six European higher education institutions from six countries in the framework of the Erasmus+ Programme. PARTICIPANTS: Census sampling (N = 225) was used. A total of 162 (72%) faculties responded from the following countries: Spain (79), Italy (44), the Czech Republic (15), Poland (12), Greece (7), and Slovenia (5). METHODS: Three structured instruments were developed by using the consensus development panel. The research was conducted from December 2018 to March 2019. For names of subjects, a manual narrative Template Analysis was used with open descriptive coding. RESULTS: Subjects in "EBP in Nursing or Health Care" are included in 45 (29.2%) bachelor's programs, mostly worth 180 European Credit Transfer System (ECTS) credits, 30 (28%) master's, and 6 (40%) PhD programs. In bachelor's programs, an average of 134 h are spent teaching EBP steps, followed by 127 h in master's programs and 52 h in PhD programs. EBP subjects have different focuses: clear topics in EBP, development of research knowledge, awareness of the need for evidence-based clinical work, and understanding the needs of the profession. CONCLUSIONS: Teaching EBP is not yet sufficiently integrated into nursing curricula. For more efficient integration, guidelines on the standardization of teaching approaches and content have to be developed in all three cycles of higher education. Further research is needed on the implementation of teaching at master's and PhD levels of nursing curricula.
Authors: Magdalena Brodowicz-Król; Monika Kaczoruk; Paulina Kaczor-Szkodny; Danuta Zarzycka Journal: Int J Environ Res Public Health Date: 2022-06-11 Impact factor: 4.614
Authors: Silvia Gros Navés; Olga Canet-Vélez; Williams Contreras-Higuera; Judith Garcia-Expósito; Jordi Torralbas-Ortega; Judith Roca Journal: Int J Environ Res Public Health Date: 2022-04-12 Impact factor: 4.614
Authors: Judith Roca; Silvia Gros Navés; Olga Canet-Velez; Jordi Torralbas-Ortega; Glòria Tort-Nasarre; Tijana Postic; Laura Martínez Journal: Int J Environ Res Public Health Date: 2022-09-29 Impact factor: 4.614
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