Educational Innovations

Teaching Research and Evidence-Based Practice Using a Service-Learning Approach

Karen Balakas, PhD, RN, CNE; Laurie Sparks, PhD, RN, CPNP

  • Journal of Nursing Education
  • December 2010 - Volume 49 · Issue 12: 691-695
  • DOI: 10.3928/01484834-20100831-07
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Abstract

Because nurses are expected to engage in evidence-based practice (EBP), nursing students must learn to critically evaluate and apply research findings to prepare for professional practice. To connect research and EBP, the focus of a baccalaureate research course was changed from a traditional format to one of evidence appraisal and synthesis. Using an approach that incorporated service-learning and collaborative learning resulted in a new hybrid course that provided students with an opportunity to apply concepts in the real world. Working with a community partner, students were able to develop PICO (Population, Intervention, Comparison, and Outcome) questions and critically appraise the literature to establish the evidence base for three pediatric programs. Students reported that working with a community partner was a meaningful experience because course assignments had a direct impact on current practice. Research courses taught from an EBP perspective can provide motivation for students to incorporate research into their practice as professional nurses.

AUTHORS

Dr. Balakas is Professor and Director, Clinical Research Partnerships, and Dr. Sparks is Professor, Goldfarb School of Nursing, Barnes-Jewish College, St. Louis, Missouri.

The authors have no financial or proprietary interest in the materials presented herein.

Address correspondence to Karen Balakas, PhD, RN, CNE, Professor and Director, Clinical Research Partnerships, Goldfarb School of Nursing, Barnes-Jewish College, Mailstop: 90-36-697, 4483 Duncan Avenue, St. Louis, MO 63110; e-mail: .KaBalakas@bjc.org

doi: 10.3928/01484834-20100831-07

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