School of Nursing, Trinity Western University, Langley, BC, Canada; College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Canada.
Nursing Department, School of Health Sciences and Community Services, Red River College, Canada.
Nurse Educ Today. 2021 Oct;105:105030. doi: 10.1016/j.nedt.2021.105030. Epub 2021 Jun 19.
Despite the expectation that nurses utilize research to provide excellent patient care, students often fail to recognize the value of learning about evidence-informed practice. Experiential, creative pedagogical approaches are needed to engage undergraduate nursing students in evidence-informed practice. In two undergraduate courses, we implemented an innovative assignment in which students created an arts-based multimedia knowledge translation presentation to communicate systematic review findings to patients.
To evaluate how the assignment affected nursing students' satisfaction, learning, and anticipated behaviour changes regarding evidence-informed practice and to assess what factors influenced their evaluation of the assignment.
Kirkpatrick's Evaluation Model and Groff's Theory of Whole-Mindedness informed our study, incorporating an observational cross-sectional survey design. We recruited a convenience sample of nursing students (N = 242) from two baccalaureate programs. We collected data with an online survey comprised of closed- and open-ended questions. Quantitative data were analyzed with descriptive statistics, univariate analysis, and general linear models, and qualitative data with content analysis.
Most students were satisfied (68%) and reported learning (77%) and benefits for their future practice (75%). Age, enjoyment of and experience with the arts, type of motivation, and valuing evidence-informed practice were significant predictors (p < 0.01) and the model predicted 59% of the variance in positive student perceptions of the assignment. Students reported experiencing relational and engaged learning, translating research findings creatively and clearly, understanding complex research concepts through experiential learning, and having frustrations and pragmatic concerns.
Creative approaches that contextualize research findings hold potential to deepen students' understanding of evidence-informed practice. This study identified key factors that influenced students' evaluation and experience of the assignment. These results provide valuable insights to inform effective implementation of arts-based assignments in nursing education.
尽管人们期望护士利用研究为患者提供优质护理，但学生往往未能认识到学习循证实践的价值。需要采用体验式、创造性的教学方法，让本科护理学生参与循证实践。在两门本科课程中，我们实施了一项创新作业，要求学生创作基于艺术的多媒体知识转化演示，向患者传达系统评价结果。
评估该作业如何影响护理学生对循证实践的满意度、学习效果和预期行为变化，并评估哪些因素影响他们对作业的评价。
我们的研究以柯克帕特里克的评估模型和格罗夫的全脑理论为指导，采用观察性横断面调查设计。我们从两个学士学位课程中招募了一个便利样本的护理学生（N=242）。我们使用包含封闭式和开放式问题的在线调查收集数据。定量数据采用描述性统计、单变量分析和一般线性模型进行分析，定性数据采用内容分析法进行分析。
大多数学生感到满意（68%），并报告说有所学习（77%）和对未来实践有益（75%）。年龄、对艺术的喜爱和经验、动机类型以及对循证实践的重视是显著的预测因素（p<0.01），该模型预测了学生对作业的积极看法的 59%的方差。学生报告说经历了关系和参与式学习，创造性和清晰地转化了研究结果，通过体验式学习理解了复杂的研究概念，并且感到沮丧和务实的担忧。
将研究结果情境化的创造性方法有可能加深学生对循证实践的理解。本研究确定了影响学生对作业评价和体验的关键因素。这些结果为在护理教育中有效实施基于艺术的作业提供了有价值的见解。
