Other Titles
Exploring the Student learning Environment
Abstract
Session presented on Saturday, July 25, 2015:
This presentation will describe a project to mentor undergraduate nursing students and clinical staff in Evidence-based Practice (EBP) to improve quality and safety in long-term care (LTC). The project has been mutually beneficial to the Nursing Program and clinical settings involved. The goals of this project are: 1. To involve students in evidence-based initiatives in the long-term care setting, 2. To increase the knowledge and use of EBP in the LTC setting, and: 3. Improve quality and safety in the LTC setting. The project began five years ago when a Nursing faculty member from the University functioned as an EBP mentor in an acute care hospital, providing education on EBP and assisting hospital staff in the identification of evidence-based questions with subsequent evidence reviews and recommendations. Undergraduate Nursing students were involved in this EBP initiative by doing EBP reviews, making recommendations, and participating in a variety of EBP initiatives in the clinical setting. Six months ago this project extended to the long-term care (LTC) setting where the faculty member and a undergraduate Nursing student have been working with LTC staff. The faculty member and student work with the LTC staff to identify clinical problems, complete a EBP review, make recommendations, and assist with implementation if needed. Both the faculty member and student serve as mentors, helping nurses in LTC (at all levels) who are often unaware of EBP, integrate evidence into practice. This is especially relevant in LTCs which have a very low percentage of Registered Nurses, let alone nurses with baccalaureate degrees that are knowledgeable about EBP. The project will include multiple Nursing students and extend to a total of three LTC facilities over the next two years. This project has benefited the Nursing program, Nursing students, and the agencies involved in a variety of ways. The clinical agencies have increased the use of EBP and improved quality and safety. Nursing students have increased their competency in EBP and seen firsthand the importance of EBP in the clinical setting. The Nursing program have benefited by the increase in the collaborative relationships with the agencies and opportunities for students.
Sigma Membership
Unknown
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Evidence-Based Practice, Long-Term Care, Nursing Students
Recommended Citation
Roe, Elizabeth and Halabicky, Olivia, "Mentoring undergraduate nursing students for evidence-based practice to improve quality and safety in long-term care settings" (2016). INRC (Congress). 17.
https://www.sigmarepository.org/inrc/2015/presentations_2015/17
Conference Name
26th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
San Juan, Puerto Rico
Conference Year
2015
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
Mentoring undergraduate nursing students for evidence-based practice to improve quality and safety in long-term care settings
San Juan, Puerto Rico
Session presented on Saturday, July 25, 2015:
This presentation will describe a project to mentor undergraduate nursing students and clinical staff in Evidence-based Practice (EBP) to improve quality and safety in long-term care (LTC). The project has been mutually beneficial to the Nursing Program and clinical settings involved. The goals of this project are: 1. To involve students in evidence-based initiatives in the long-term care setting, 2. To increase the knowledge and use of EBP in the LTC setting, and: 3. Improve quality and safety in the LTC setting. The project began five years ago when a Nursing faculty member from the University functioned as an EBP mentor in an acute care hospital, providing education on EBP and assisting hospital staff in the identification of evidence-based questions with subsequent evidence reviews and recommendations. Undergraduate Nursing students were involved in this EBP initiative by doing EBP reviews, making recommendations, and participating in a variety of EBP initiatives in the clinical setting. Six months ago this project extended to the long-term care (LTC) setting where the faculty member and a undergraduate Nursing student have been working with LTC staff. The faculty member and student work with the LTC staff to identify clinical problems, complete a EBP review, make recommendations, and assist with implementation if needed. Both the faculty member and student serve as mentors, helping nurses in LTC (at all levels) who are often unaware of EBP, integrate evidence into practice. This is especially relevant in LTCs which have a very low percentage of Registered Nurses, let alone nurses with baccalaureate degrees that are knowledgeable about EBP. The project will include multiple Nursing students and extend to a total of three LTC facilities over the next two years. This project has benefited the Nursing program, Nursing students, and the agencies involved in a variety of ways. The clinical agencies have increased the use of EBP and improved quality and safety. Nursing students have increased their competency in EBP and seen firsthand the importance of EBP in the clinical setting. The Nursing program have benefited by the increase in the collaborative relationships with the agencies and opportunities for students.