Teaching EBP in an Online Setting

Lori M. Rhudy, PhD, RN
Clinical Assistant Professor
University of Minnesota School of Nursing
Best Practices in Online
a nationally
recognized, facultycentered, peer review
process designed to
certify the quality of
online courses and
online components.
Empowering Evidence 2014
Pedagogy of Online
• Chunking your course to sizable content
• Relate course goals into one or more measurable
Learning Objectives for each unit/module/week of
your course
• Use a Course Orientation Module or Getting Started
Module as an orientation to your online course
• Use mobile apps to encourage student-created
course content
• Use problems to anchor course content to real life
discipline practices
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Pedagogy of Online
• Setting Discussion Expectations to support students
• Facilitate discussions to promote interaction and critical
• Use Group Discussion Strategy to facilitate group work
• Use Anchored instruction to link student learning to real
world issues
• Use Problem-Based Learning to develop students'
course related skills
• Use wikis to facilitate group projects
• Use mobile devices for experiential learning in
applicable disciplines
• Using mobile apps to facilitate project-based learning
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Pedagogy of Online
• Group Evaluation to assess group work
• Rubrics to evaluate students' online
• Self Tests to guide and motivate
students' learning
• Syllabus Quiz to familiarize students
with course policies and expectations
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One Exemplar: NUR6100
Evidence-Based Nursing
• Course Objectives
– 1. Articulate the components and processes of an
evidence based nursing practice.
– 2. Acquire mastery in the identification,
acquisition, evaluation and synthesis of clinical
– 3. Develop basic knowledge of implementation
science including translation of quality evidence
into clinical practice for improved patient
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Course Development
• Focus
– Individual practice
– Specific clinical question
– Application
– Theory/Concepts
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• Foundation of EBP
• EBP is not the research course
– Models of EBP
– ‘Other’ sources of evidence
– Implementation science
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Course Description:
Examination of evidence based nursing
including types and levels of evidence and
the science of implementing evidence to
change practice and improve patient
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Course Objectives:
1. Articulate the components and processes
of an evidence based nursing practice.
2.Acquire mastery in the identification,
acquisition, evaluation and synthesis of
clinical evidence.
3.Develop basic knowledge of
implementation science including translation
of quality evidence into clinical practice for
improved patient outcomes.
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Learning Activities and
Case study
Scavenger Hunt
Teach Back
In-class group work/assignments
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Debate: Objectives
This activity contributes to course objective 1
(Articulate the components and processes of an
evidence based nursing practice)
1.Discuss divergent views of EBP.
2.Identify barriers and facilitators of EBP.
3.Describe criteria for evaluation of models for
4.Describe how models of
EBP fit with theoretical constructs important to
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Debate: Learning Activities
1. Consider this resolution that you will debate:
Comprehensive models of evidence-based practice are
congruent with the theoretical constructs of nursing and
do not force a cookbook approach to nursing care, which
threatens our holistic paradigm.
2. Develop either an affirmative or a negative argument
to the resolution using chapter 4, readings in Module 2,
and other resources you locate, including the chapter’s
reference list as a basis of your argument.
3. Support both pro and con arguments with evidence.
Include a reference list (APA format). (Hopp &Rittenmeyer, 2012)
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PICO Question
Framing the evidence-based practice
question and narrowing it to a realistic
question can be difficult. This exercise will
allow you to think about and write your
question and rationale and to receive
instructor and peer feedback/suggestions
to improve the question and ultimately,
your final paper.
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• You are to provide the background and
rationale for your evidenced-based
practice question, peer feedback about
the initial PICO question, and revised
PICO question.
• This assignment depends in large part
on interaction with your peers. Please be
sure to post and respond in a timely
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Scavenger Hunt
Understanding the organizational context
for EBP is critical to successful EBP
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Scavenger Hunt
Part I:
Using your clinical practice setting (work or clinical site),
consider the following questions and any of your own that
you identify:
• How is EBP defined in this setting?
• Is a particular model of EBP used in this setting?
• How was the model, if one is evident,develop ed?
• If you had a burning clinical question where would you
start in your quest to answer it?
• Who are the key resource (person or department) for
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• Are there policies, procedures, or other resources to
guide you?
• Are the steps of EBP in this setting cl
• early articulated?
• Is the implementation of practice guidelines evident in
this practice setting?
• If so, how is this evident?
Is there anything missing that you think would
make this information more clear, easier to access, or
more useful?
• As a doctorally prepared nurse, how will you use what
you have discovered to guide your practice (e.g. using
the tools available, creating tools/resources if none are
available,becoming a champion, etc.)
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Part II:
Prepare a 5-8 minute voice thread presentation of your
findings. Submit your presentation to the discussion
View at least 2 peer presentations.
We will engage in discussion and complete an in class
assignment during face to face 3
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• New Course…N7600
– Combines research and EBP courses into
one 4 credit course.
– Student feedback
• Overlap in content/assignments
• Disconnect between EBP and research
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• http://topr.online.ucf.edu/index.php/Ped
• https://www.qualitymatters.org/highereducation-program
• http://digitalcampus.umn.edu/faculty/qm
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