A call to action: Shared tertiary pedagogical frameworks for health care students to develop evidence-based knowledge and skills

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-04-18 DOI:10.1016/j.nepr.2025.104369

Jed Montayre , Ana Filipa Cardoso , Merete Bjerrum , Yanni Wu , Lucylynn Lizarondo , Craig Lockwood

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引用次数: 0

Abstract

Aim

To describe and discuss mechanisms for integration of evidence-based healthcare (EBHC) skills within nursing curricula informed by a conceptual model and the Sicily Statement.

Background

The integration of evidence-based health care (EBHC) skills into health care education varies significantly across nursing programs. While common educational goals exist, educational disparities persist. The 2005 Sicily statement outlines foundational competencies for EBHC: formulating clinical questions, systematic evidence retrieval, critical appraisal and application of findings. Despite these competencies, EBHC is often viewed as peripheral in both undergraduate and postgraduate education.

Methods

We compared congruency between a conceptual model for EBHC against the Sicily statement.

Results

We emphasize the need for a unified approach to teaching EBHC, highlighting the JBI Model of EBHC as a comprehensive framework that aligns with the Sicily statement. The JBI Model encompasses evidence generation, synthesis, transfer and implementation, providing a structured method for embedding EBHC into health care curricula. By promoting a transdisciplinary pedagogical approach, the JBI Model seeks to enhance student engagement and competency in the EBHC skills and knowledge crucial for developing health care professionals equipped to adapt to evolving evidence and practice needs.

Conclusions

The authors call for an international methodology group to foster the adoption and evaluation of the JBI Model in diverse educational contexts, ultimately aiming to cultivate a workforce that is proficient in applying the best available evidence in clinical settings. The integration of EBHC into educational frameworks is positioned as essential for improving health care outcomes and promoting evidence-informed practice globally.

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行动呼吁：共享高等教育教学框架，帮助卫生保健学生发展循证知识和技能

目的描述和讨论基于概念模型和西西里声明的护理课程中整合循证医疗（EBHC）技能的机制。背景：将循证卫生保健（EBHC）技能整合到卫生保健教育中，在各个护理项目中差异很大。虽然存在共同的教育目标，但教育差距仍然存在。2005年西西里声明概述了EBHC的基本能力：制定临床问题、系统的证据检索、批判性评估和研究结果的应用。尽管有这些能力，EBHC在本科和研究生教育中经常被视为边缘。方法我们比较了EBHC概念模型与西西里陈述的一致性。结果：我们强调需要一种统一的方法来教授EBHC，强调EBHC的JBI模型是一个与西西里声明一致的综合框架。JBI模型包括证据生成、综合、转移和实施，为将EBHC纳入卫生保健课程提供了一种结构化方法。通过促进跨学科的教学方法，JBI模式旨在提高学生在EBHC技能和知识方面的参与度和能力，这些技能和知识对于培养能够适应不断变化的证据和实践需求的卫生保健专业人员至关重要。作者呼吁建立一个国际方法论小组，在不同的教育背景下促进JBI模型的采用和评估，最终目的是培养一支能够在临床环境中熟练应用最佳可用证据的劳动力队伍。将EBHC纳入教育框架对于改善卫生保健结果和促进全球循证实践至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.