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dc.contributor.authorKumah, E
dc.contributor.authorBettany-Saltikov, J
dc.contributor.authorvan Schaik, P
dc.contributor.authorMcSherry, R
dc.date.accessioned2021-03-03T11:14:58Z
dc.date.available2021-03-03T11:14:58Z
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/624311/Main%20Manuscript%20-%20Teaching%20%26%20Learning%20in%20NursingRevised%20%281%29.pdf?sequence=4
dc.identifier.citationKumah, 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 (epub ahead of print). https://doi.org/10.1016/j.teln.2021.02.006en_US
dc.identifier.doi10.1016/j.teln.2021.02.006
dc.identifier.urihttp://hdl.handle.net/10034/624311
dc.description.abstractEvidence-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.en_US
dc.publisherElsevieren_US
dc.relation.urlhttps://www.sciencedirect.com/science/article/abs/pii/S1557308721000147
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.subjectCompetenciesen_US
dc.subjectDocument analysisen_US
dc.subjectEvidence-informed practiceen_US
dc.subjectEvidence-based practiceen_US
dc.subjectUndergraduate pre-registration nursingen_US
dc.titleEvidence-based practice and evidence-informed practice competencies in undergraduate pre-registration nursing curricula: a document analysis at a University in Englanden_US
dc.typeArticleen_US
dc.contributor.departmentUniversity of Chesteren_US
dc.identifier.journalTeaching and Learning in Nursingen_US
or.grant.openaccessYesen_US
rioxxterms.funderFull-time PhD funded by Teesside University Research and Development Studentship.en_US
rioxxterms.identifier.projectNot fundeden_US
rioxxterms.versionAMen_US
rioxxterms.versionofrecord10.1016/j.teln.2021.02.006en_US
rioxxterms.licenseref.startdate2022-03-13
dcterms.dateAccepted2021-02-22
rioxxterms.publicationdate2021-03-13
dc.date.deposited2021-03-03en_US
dc.indentifier.issn1557-3087en_US


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