Meeker Mary Ann, Jones Janice M, Flanagan Nancy A
School of Nursing, University at Buffalo, The State University of New York, 913 Kimball Tower, 3435 Main Street, Buffalo, NY 14214, USA.
J Nurs Educ. 2008 Aug;47(8):376-9. doi: 10.3928/01484834-20080801-06.
We revised the undergraduate nursing research course using levels of evidence as the template with which to organize the course content and learning activities. A primary purpose in restructuring the course using an evidence-based practice framework was to increase student interest and engagement, and to promote the development of practitioners who will continue to learn about and use research. Learning to systematically locate, evaluate, and use the best available research is the hallmark of evidence-based practice and quality improvement initiatives. Students developed these skills as they sought the answer to a specific clinical problem. One of the most significant outcomes of this approach was students' ability to integrate previously fragmented components of research knowledge and to see the relevance of research evidence for providing excellent patient care.
我们以证据级别为模板修订了本科护理研究课程，以此来组织课程内容和学习活动。使用基于循证实践的框架来重组课程的主要目的是提高学生的兴趣和参与度，并促进培养那些会持续学习和运用研究成果的从业者。学会系统地查找、评估和使用可得的最佳研究成果是循证实践和质量改进举措的标志。学生们在寻求特定临床问题的答案时培养了这些技能。这种方法最显著的成果之一是学生有能力整合之前零散的研究知识，并认识到研究证据对于提供优质患者护理的相关性。
