Moravian College, Helen S. Breidegam School of Nursing, Bethlehem, PA, 18018, USA.
Moravian College, Reeves Library, Bethlehem, PA, 18018, USA.
Int J Nurs Educ Scholarsh. 2020 Jul 6;17(1):/j/ijnes.2020.17.issue-1/ijnes-2019-0138/ijnes-2019-0138.xml. doi: 10.1515/ijnes-2019-0138.
Background Nurse educators are challenged to design courses that maintain rigor, promote student learning, maximize resource utilization, and ultimately prepare graduates for clinical practice. Purpose An innovative teaching strategy was used to educate BSN level students in nursing inquiry with a collaborative project. Methods Course faculty incorporated information literacy (IL) and evidence-based practice (EBP) competencies into an undergraduate research course by taking the traditional practicum research project and redesigning it as a longitudinal scoping review (ScR) collaborative project. Results At course conclusion, students verbalized having a deeper appreciation for nursing research, confidence in performing a literature search, and conducting a research critique. Conclusions The students' contributions towards the ScR through their collaborative project work fostered personal growth in IL and EBP competencies through a meaningful project that can extend beyond the classroom to possibly influence patient care.
背景 护士教育者面临着设计课程的挑战，这些课程既要保持严谨性，又要促进学生学习，最大限度地利用资源，最终使毕业生为临床实践做好准备。
目的 采用一种创新的教学策略，通过合作项目对护理探究进行本科教学。
方法 课程教师将信息素养 (IL) 和循证实践 (EBP) 能力纳入本科研究课程，通过将传统的实习研究项目重新设计为纵向范围综述 (ScR) 合作项目。
结果 在课程结束时，学生们表示对护理研究有了更深刻的理解，对进行文献检索和进行研究评估的信心增强。
结论 学生们通过合作项目对 ScR 的贡献促进了信息素养和循证实践能力的个人成长，通过一项有意义的项目，这种能力可以超越课堂，可能对患者护理产生影响。
