Running head: EVIDENCE BASED PEDAGOGY
Evidence Based Pedagogy
Kathi Johnson
Grand Canyon University
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EVIDENCE BASED PEDAGOGY
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Evidence Based Pedagogy
Practice what you preach: It’s an age-old idiom applicable to multiple situations.
Evidence based practice (EBP) has become a high-frequency phrase throughout nursing
curriculums. Nurses have eagerly accepted the use of scientific research in clinical practice, and
nursing faculty have adapted to teaching this process to ensure nursing students are able to utilize
this skill in their work. There is, however, a double standard when it comes to EBP and nursing
education. While instructors are quick to teach the concept, EBP is not readily utilized in
curriculum development and course construction. “Many of the pedagogical innovations in
nursing education are not research based; but rather, consist of individual responses to the
challenges of teaching students” (Ferguson and Day, 2005, p 110). This is in part due to the
limited availability of research in this area of nursing. This paper will explore the concept,
importance and availability of evidence based pedagogy and discuss strategies to increase the use
of evidenced based research in designing nursing curricula.
Why Evidence Based Curriculum?
EBP in the clinical setting was developed to reduce medical errors and improve the
quality of healthcare based on reports by the Institute of Medicine focused on these issues. The
concept was widely accepted, and soon after, state boards of nursing and accrediting bodies
adopted a similar theory in evaluation of nursing education programs. These boards use this
information to determine essential elements of nursing education as well as out-dated
requirements. (National Council of State Boards of Nursing [NCSBN], 2006). In May of 2005,
the National League for Nursing (NLN) released a position statement that called for nursing
faculty to “base their curriculum designs, teaching/learning strategies, and evaluation methods on
research” (Advance for Nurses, 2005, para. 2).
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Evidenced based curriculum is authenticated by research supporting the most effective
means of instruction for successful student learning. This encompasses both what is taught and
how it is presented, and is further supported by object assessment of student outcomes.
Successful utilization of evidence-based nursing education will result in affirmation of specific
teaching methods, recognition and value of the individual learner and their needs, and
justification of resources for these interventions (Ferguson & Day, 2005).
Where is the Evidence?
To conduct evidence-based education, the evidence must be present. Unfortunately,
research determining the “effectiveness of strategies and curricula to meet the needs of the
healthcare system, address student satisfaction, and measure the effects of the program on the
health care system” is lacking (Ferguson & Day, 2005, p. 110). Traditionally, nursing research
has focused on the clinical aspect, leaving nursing education under-funded and virtually nonexistent (McCartney & Morin, 2005). The majority of research that is available on the subject
consists of “narrative literature reviews, expository descriptions, and case exemplars of
innovations” (McCartney & Morin, 2005, p. 408). Of the few studies that do exist, limited
sample sizes and inadequate research techniques (such as no control group) have resulted in poor
generalizability and questionable validity (Ferguson & Day, 2005; McCartney & Morin, 2005).
There is also dispute over the type of research that is better suited to this field of study.
Some researchers, along with many educators, feel that qualitative research captures a better
picture of the overall experiences of students and faculty (McCartney & Morin, 2005). Others
argue that quantitative studies are better designed to provide accurate and concrete evidence of a
specific learning strategy’s effectiveness on student outcomes (Ferguson & Day, 2005). Most
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agree that nursing education research is immature and lacks development of methods and
knowledge.
What is the Solution?
In 2006, the NCSBN formed a committee to review defined evidence-based elements of
nursing education in a beginning inquiry of educational outcomes. The group categorized these
elements into five areas to identify and direct the level of research necessary to substantiate
current teaching methodologies and experiences (NCSBN, 2006). This report, to be updated
annually, can help direct nursing educators to research in specific area and can point researchers
to the areas of greatest need. The United States Department of Education developed a
clearinghouse titled “What Works” to compartmentalize scientific evidence for different aspects
of educational methods. Ideally, a similar national repository will soon be available for nurse
educators.
Until more dedicated nursing evidence becomes available, nursing faculty can draw from
evidence based in other disciplines. The fields of medicine, psychology, and education have
historically interfaced with nursing, and can supply models that can be easily adapted to nursing
curriculum (Ferguson & Day, 2005). For example, one such technique that has been widely
accepted in US public education, and in many cases mandated, is curriculum mapping.
Curriculum mapping is a process of maintaining “real-time” records of what is being taught and
how it is being taught as it is being taught (Uchiyama & Radin, 2009). These records include
student progress and response. The end result is documented evidence of which curricular
methods work and which need amending. This evidence can then be used to update the
curriculum as needed, but it can also serve as research evidence in any future studies that may be
conducted. Due to its success in primary and secondary education, research on and use of
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curriculum mapping in higher education emerged. The process is very applicable to nursing
education, and its use could stem further research in identified areas of need.
Finally, nurse educators must become pro-active in supporting pedagogical research. The
NLN calls for schools of nursing to “act politically to secure funding” (Advance for Nurses,
2005, para. 4). Deans and directors must encourage staff to break away from traditional content
coverage and incorporate innovative, yet proven techniques. Nursing faculty are in the best
position to conduct curriculum-based research and need to assume the lead in this role.
Conclusion
Students are essentially consumers, and as such demand the best in their educational
experiences. Teaching methods that follow the “way we’ve always done it” philosophy are no
longer good enough (Ferguson & Day, 2005). Excellence in education will soon be defined by
the use of “best evidence” and scientific discovery in curriculum design and teaching strategies.
To foster this evolution in the cultivation of new nurses, educators must seek out, support, and
create new research dedicated to their field.
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References
Advance for Nurses. (2005). National League for Nursing calls for evidence-based changes to
nursing education. Retrieved from http://nursing.advanceweb.com/Article/NationalLeague-for-Nursing-Calls-for-Evidence-Based-Changes-to-Nursing-Education.aspx
Ferguson, L., & Day, R. A. (2005, March). Evidence-based nursing education: Myth or reality.
Journal of Nursing Education, 44, 107-115.
McCartney, P. R., & Morin, K. H. (2005, November/December). Where is the evidence for
teaching methods used in nursing education?. Maternal-Child Nursing, 30, 406-412.
National Council of State Boards of Nursing. (2006). Evidence-based nursing education for
regulation (EBNER). Retrieved from
https://www.ncsbn.org/Final_06_EBNER_Report.pdf
Uchiyama, K. P., & Radin, J. L. (2009, January). Curriculum mapping in higher education: A
vehicle for collaboration. Innovative Higher education, 33, 271-280. doi:
10.1007/s10755-008-9078-8