Mokymo(si) strategijų ir metodų taikymas slaugos studijų studentams mokant įrodymais grįstos praktikos

Abstract

Evidence-based practice (EBP) in nursing is one of the ways for professional practice to be based on reliable and valid evidence, on which clinical decisions that are acceptable not only to nursing staff but also to the patient can be formulated. After completing the first level of higher education in nursing programs, students often lack the knowledge and skills to apply EBP in their professional activities. It is therefore essential that EBP training be fully integrated into nursing training curricula to properly train future nursing specialists. The education of future nurses must be geared towards EBP education strategies that integrate both the principles of the profession and substantiated scientific evidence, improving the quality of patient care and creating an appropriate educational space for the student (Martins, Baptista, Coutinho, Fernandes, & Fernandes, 2018). However, there is a lack of clearly defined information on how this training space needs to be designed and adapted for effectual EBP training. Many researchers emphasize that higher education institutions in different countries support the teaching of EBP in nursing education. Nevertheless, higher education institutions do not include it entirely in their study programs due to the higher costs of organizing the study process or due to the lack of skills and knowledge of teachers on how to organize EBP training when choosing teaching/learning strategies. According to Melnyk and Fineout-Overholt (2011), teaching/learning strategies must be understandable and easy for all those involved in the learning process, and the integration of EBP must be a natural part of academic culture. The object of this research is the application of teaching/ learning strategies and methods to nursing students in teaching evidence-based practices. The aim of this research is to analyze the application of teaching/learning strategies and methods to nursing students in teaching evidence-based practices.