K Brooke Kistler, Deborah E Tyndall, Annette Peery
{"title":"Bottlenecks to Learning Evidence-Based Practice: Recommendations for Nursing Faculty.","authors":"K Brooke Kistler, Deborah E Tyndall, Annette Peery","doi":"10.1097/NNE.0000000000001684","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Evidence-based practice (EBP) competency is an expected outcome of baccalaureate education; however, research indicates nursing graduates enter practice with competency gaps.</p><p><strong>Purpose: </strong>The purpose of this study was to explore the challenges accelerated baccalaureate students experience when learning the steps of EBP.</p><p><strong>Methods: </strong>A qualitative, descriptive design was used to identify bottlenecks to student learning.</p><p><strong>Results: </strong>Learning the steps of EBP in an accelerated format was challenging for students. Data analysis revealed 3 types of bottlenecks that stalled learning: cognitive, procedural, and emotional.</p><p><strong>Conclusions: </strong>Faculty build EBP competency by making explicit the steps that help students progress. Scaffolded learning, collaborative partnerships, and reflective practices are recommended to support student learning in accelerated formats.</p>","PeriodicalId":2,"journal":{"name":"ACS Applied Bio Materials","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"ACS Applied Bio Materials","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/NNE.0000000000001684","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/6/14 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"MATERIALS SCIENCE, BIOMATERIALS","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Evidence-based practice (EBP) competency is an expected outcome of baccalaureate education; however, research indicates nursing graduates enter practice with competency gaps.
Purpose: The purpose of this study was to explore the challenges accelerated baccalaureate students experience when learning the steps of EBP.
Methods: A qualitative, descriptive design was used to identify bottlenecks to student learning.
Results: Learning the steps of EBP in an accelerated format was challenging for students. Data analysis revealed 3 types of bottlenecks that stalled learning: cognitive, procedural, and emotional.
Conclusions: Faculty build EBP competency by making explicit the steps that help students progress. Scaffolded learning, collaborative partnerships, and reflective practices are recommended to support student learning in accelerated formats.
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