College of Nursing and Health Science, University of Wisconsin-Eau Claire, Eau Claire, WI 54702-4004, USA.
J Prof Nurs. 2010 Jan;26(1):5-13. doi: 10.1016/j.profnurs.2009.01.015.
Nursing educators have embraced the integration of evidence-based practice (EBP) into the nursing education curriculum in numerous ways. As this review of the nursing pedagogy literature demonstrates, most of these approaches built upon long-standing commitments to helping students understand the scientific research process, think critically, and develop the information literacy skills that will enable them to find the evidence that can inform their practice. Many reports in the nursing pedagogy literature recounted various strategies used to teach EBP to nursing students. Another category of nursing pedagogy articles discussed ways that EBP education can be suffused throughout the nursing school curriculum. Few educators, however, have envisioned students as having a role beyond that of the mere recipients of EBP education. Nonetheless, a small but growing number of nurse educators have begun to envision students as enablers of practice change in clinical settings. These innovators advocate a pedagogical paradigm that places students into socially meaningful partnerships with practicing nurses as a means to promote the uptake of EBP in clinical settings.
护理教育者已经通过多种方式将循证实践（EBP）融入护理教育课程中。正如对护理教学法文献的回顾所表明的那样，这些方法中的大多数都建立在长期以来的承诺基础上，即帮助学生了解科学研究过程，批判性思考，并培养信息素养技能，使他们能够找到可以为他们的实践提供信息的证据。护理教学法文献中的许多报告都讲述了用于向护理学生教授 EBP 的各种策略。护理教学法文章的另一个类别讨论了如何将 EBP 教育贯穿整个护理学校课程。然而，很少有教育工作者将学生设想为除了接受 EBP 教育之外还有其他角色。尽管如此，一小部分但越来越多的护士教育工作者已经开始将学生设想为临床环境中实践变革的推动者。这些创新者倡导一种教学范式，将学生与执业护士建立有社会意义的伙伴关系，作为在临床环境中推广 EBP 的一种手段。
