Clinical Research Partnerships, Goldfarb School of Nursing, Barnes-Jewish College, St. Louis, MO 63110, USA.
J Nurs Educ. 2010 Dec;49(12):691-5. doi: 10.3928/01484834-20100831-07. Epub 2010 Aug 31.
Because nurses are expected to engage in evidence-based practice (EBP), nursing students must learn to critically evaluate and apply research findings to prepare for professional practice. To connect research and EBP, the focus of a baccalaureate research course was changed from a traditional format to one of evidence appraisal and synthesis. Using an approach that incorporated service-learning and collaborative learning resulted in a new hybrid course that provided students with an opportunity to apply concepts in the real world. Working with a community partner, students were able to develop PICO (Population, Intervention, Comparison, and Outcome) questions and critically appraise the literature to establish the evidence base for three pediatric programs. Students reported that working with a community partner was a meaningful experience because course assignments had a direct impact on current practice. Research courses taught from an EBP perspective can provide motivation for students to incorporate research into their practice as professional nurses.
由于护士需要进行循证实践 (EBP)，护理学生必须学会批判性地评估和应用研究结果，为专业实践做准备。为了将研究和 EBP 联系起来，本科研究课程的重点从传统模式转变为评估和综合证据的模式。采用结合服务学习和协作学习的方法，创建了一门新的混合课程，为学生提供了将概念应用于现实世界的机会。与社区合作伙伴合作，学生能够制定 PICO（人群、干预、比较和结果）问题，并批判性地评估文献，为三个儿科项目建立证据基础。学生们报告说，与社区合作伙伴合作是一次有意义的经历，因为课程作业对当前实践有直接影响。从 EBP 角度教授的研究课程可以激励学生将研究纳入他们作为专业护士的实践中。
