护理教育中的循证教学实践：教师的观点与实践
Evidence-Based Teaching Practice in Nursing Education: Faculty Perspectives and Practices.
作者信息
Kalb Kathleen A, O'Conner-Von Susan K, Brockway Christine, Rierson Cindy L, Sendelbach Sue
出版信息
Nurs Educ Perspect. 2015 Jul-Aug;36(4):212-9. doi: 10.5480/14-1472.
PURPOSE
This national online study was conducted to describe nursing faculty perspectives and practices about evidence-based teaching practice (EBTP).
BACKGROUND
Professional standards for nurse educator practice stress the importance of EBTP; however, the use of evidence by faculty in curriculum design, evaluation and educational measurement, and program development has not been reported.
METHOD
Nurse administrators of accredited nursing programs in the United States (N = 1,586) were emailed information about the study, including the research consent form and anonymous survey link, and invited to forward information to nursing faculty.
RESULTS
Respondents (551 faculty and nurse administrators) described the importance of EBTP in nursing education, used multiple sources of evidence in their faculty responsibilities, and identified factors that influence their ability to use EBTP.
CONCLUSION
EBTP in nursing education requires sustained institutional, administrative, and collegial support to promote faculty effectiveness and student learning.
目的
开展这项全国性在线研究，以描述护理教师对循证教学实践（EBTP）的看法和做法。
背景
护理教育者实践的专业标准强调了循证教学实践的重要性；然而，尚未有关于教师在课程设计、评估和教育测量以及项目开发中使用证据的报道。
方法
向美国认证护理项目的护士管理人员（N = 1586）发送了有关该研究的信息，包括研究同意书和匿名调查链接，并邀请他们将信息转发给护理教师。
结果
受访者（551名教师和护士管理人员）描述了循证教学实践在护理教育中的重要性，在其教师职责中使用了多种证据来源，并确定了影响他们使用循证教学实践能力的因素。
结论
护理教育中的循证教学实践需要持续的机构、行政和同事支持，以提高教师效能和学生学习效果。
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