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Accessing and Assessing the Evidence: An Online Tool for Teaching Evidence-Based Nursing Practice

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Title: Accessing and Assessing the Evidence: An Online Tool for Teaching Evidence-Based Nursing Practice


1
Accessing and Assessing the Evidence An Online
Tool for Teaching Evidence-Based Nursing Practice
  • Mary Lou Klem
  • Health Sciences Library System
  • University of Pittsburgh
  • Elizabeth LaRue
  • School of Nursing
  • University of Pittsburgh
  • Peter Draus
  • School of Adult and Continuing Education
  • Robert Morris University

2
Background
  • 2005 School of Nursing introduced a new
    curriculum designed to promote EBP
  • Internal taskforce charged with identifying or
    creating online tools to assist faculty in
    teaching of EBP skills

3
Accessing and Assessing the Evidence (AAE) User
Goals
  • Practice the creation of answerable clinical
    questions
  • View literature searches designed to answer
    clinical questions
  • Practice critical appraisal of selected citations

4
AAE Content
  • Module 1 Clinical scenarios and questions
  • Developed by clinical nursing faculty and allied
    health professionals
  • Expert-developed clinical questions
  • Module 2 Literature search and opportunity for
    critical appraisal
  • Search conducted by medical librarian
  • Annotated search history plus selected citations
  • Rank citation relevancy

5
Data Collection and Storage
  • Username and password are assigned
  • Data stored in MySQL database
  • Chosen scenario and question type
  • PICO elements
  • Final clinical question
  • Citation rankings

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13
Results
  • 33 students enrolled in undergraduate nursing
    research course
  • Generated a total of 102 clinical questions
  • Provided a total of 380 citation rankings

14
Question Types Chosen By Students()
15
Success in Creating Clinical Questions
16
Student versus Expert Rankings of Citation
Relevancy ()
17
Summary
  • AAE provides students with
  • Practice at forming answerable clinical questions
  • Overview of expert lit search to answer a
    clinical question
  • A first step in appraising evidence
  • Students
  • Successful at creating questions
  • Biased toward creating certain types of questions
  • Overall agreement with experts on relevance of
    selected citations

18
Future Directions
  • Effects of prior instruction versus no
    instruction
  • Content development and revision
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