BACKGROUND: Nursing education at the undergraduate level has started teaching the process of research integration through evidence-based practice (EBP) implementation rather than solely focusing on teaching nursing research. This is Part 2 of a two-part series. AIMS: To discuss strategy on how to teach undergraduate nursing students the process of implementing EBP over two courses and to assess their learning outcomes. This article focuses on Course 2, Leadership and Management, which takes place during senior year and builds on student learning from their junior year through application of an EBP capstone project. METHODS: The American Association of Colleges of Nursing's Essentials of Baccalaureate Education for Nursing Practice (2008) was used to guide the discussion and course development. An anonymous survey was used to measure the level of student perceived achievement of the learning objectives related to EBP. Students responded to statements using a 5-point Likert scale for level of agreement (1 = strongly disagree to 5 = strongly agree). RESULTS: In Course 2, Leadership and Management, senior year students focused on the remaining EBP steps (four through six) and completed an EBP capstone project with a nurse manager. A total of 83 students responded to the anonymous evaluation survey, and mean learning objective scores were 4.0 or above, indicating a high degree of perceived level of achievement. LINKING EVIDENCE TO ACTION: Teaching the EBP process with active learning strategies over two courses enhances student learning.
BACKGROUND: Nursing education at the undergraduate level has started teaching the process of research integration through evidence-based practice (EBP) implementation rather than solely focusing on teaching nursing research. This is Part 2 of a two-part series. AIMS: To discuss strategy on how to teach undergraduate nursing students the process of implementing EBP over two courses and to assess their learning outcomes. This article focuses on Course 2, Leadership and Management, which takes place during senior year and builds on student learning from their junior year through application of an EBP capstone project. METHODS: The American Association of Colleges of Nursing's Essentials of Baccalaureate Education for Nursing Practice (2008) was used to guide the discussion and course development. An anonymous survey was used to measure the level of student perceived achievement of the learning objectives related to EBP. Students responded to statements using a 5-point Likert scale for level of agreement (1 = strongly disagree to 5 = strongly agree). RESULTS: In Course 2, Leadership and Management, senior year students focused on the remaining EBP steps (four through six) and completed an EBP capstone project with a nurse manager. A total of 83 students responded to the anonymous evaluation survey, and mean learning objective scores were 4.0 or above, indicating a high degree of perceived level of achievement. LINKING EVIDENCE TO ACTION: Teaching the EBP process with active learning strategies over two courses enhances student learning.