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Evidence-based practice and evidence-informed practice competencies in undergraduate pre-registration nursing curricula: a document analysis at a University in England

Kumah, Elizabeth
; 
Bettany-Saltikov, Josette
; 
Van Schaik, Paul
; 
McSherry, Robert
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Teesside University; University of Chester
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2021-03-13
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Health and Social Care
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Abstract
Evidence-based practice and evidence-informed practice competencies in undergraduate pre-registration nursing curricula: a document analysis at a University in England Abstract Background In response to the heightened emphasis on incorporating the best available evidence into healthcare decision-making, healthcare training institutions have been actively incorporating Evidence-Based Practice (EBP), and/or Evidence-Informed Practice (EIP) competencies into undergraduate healthcare curricula. However, there is a gap in the scientific knowledge about the actual contents, as well as the extent of integration of EBP and EIP in undergraduate pre-registration nursing programmes. Method A document analysis utilising Rohwer et al.’s (2014) framework was conducted to review and analyse the content of EBP and EIP competencies in the 2018/2019 curriculum of the undergraduate pre-registration nursing programme of a University located in England, United Kingdom. Results Competencies relevant to EBP were included in four nursing modules. However, EIP competencies were not included in the curriculum. Conclusion There is an urgent need for a more structured and holistic way of teaching and assessing EBP competencies through the integration of the principles of EIP, in order to enhance the effective application of evidence into clinical nursing practice.
Citation
Kumah, K., McSherry, R., Bettany-Saltikov, J., & van Schaik, P. (2021). Evidence-based practice and evidence-informed practice competencies in undergraduate pre-registration nursing curricula: A document analysis at a University in England. Teaching and Learning in Nursing, 16(3), 235-246. https://doi.org/10.1016/j.teln.2021.02.006
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Elsevier
Journal
Teaching and Learning in Nursing
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http://hdl.handle.net/10034/624311
DOI
10.1016/j.teln.2021.02.006
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Article
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1557-3087
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https://www.sciencedirect.com/science/article/abs/pii/S1557308721000147
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