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Major Articles 

Spiraling Evidence-Based Practice and Outcomes Management Concepts in an Undergraduate Curriculum: A Systematic Approach

Amy Miner Ross, PhD, RN, CNS; Joanne Noone, PhD, FNP; Linda L. Luce, MS, RN; Stephanie A. Sideras, PhD, RN

Abstract

Preparing undergraduate nursing students to practice nursing in the 21st century requires a focus on the development of evidence-based practice and outcomes management knowledge and skills throughout the nursing curriculum. To this end, seven learning activities were created that spiral and increase in complexity while building on previously acquired skills. Working in teams and practicing team-building techniques, students learned how to develop a clinical question, search the literature, synthesize the current knowledge, identify the significance of the issue in an ecological model, decipher existing quality data and compare that data to national benchmarks, investigate a health care quality issue using quality improvement methods, and draft a proposal for implementation of a continuous quality improvement initiative. Work was presented in both written and oral presentation formats, with emphasis on engaging various audiences in a compelling health care issue.

Authors

Dr. Ross and Ms. Luce are Assistant Professors, Oregon Health & Science University, Portland, and Drs. Noone and Sideras are Assistant Professors, Oregon Health & Science University, Ashland, Oregon.

The authors thank their colleagues and Oregon Consortium for Nursing Education faculty partners for their contributions in the development of learning activities, and in particular Rene Menkens, MS, RN, Nursing Faculty, Southwestern Oregon Community College.

Address correspondence to Amy Miner Ross, PhD, RN, CNS, 1250 Siskiyou Boulevard, Ashland, OR 97520; e-mail: rossam@ohsu.edu.

Received: October 12, 2007
Accepted: June 24, 2008
Posted Online: March 27, 2009

10.3928/01484834-20090515-04

Preparing undergraduate nursing students to practice nursing in the 21st century requires a focus on the development of evidence-based practice and outcomes management knowledge and skills throughout the nursing curriculum. To this end, seven learning activities were created that spiral and increase in complexity while building on previously acquired skills. Working in teams and practicing team-building techniques, students learned how to develop a clinical question, search the literature, synthesize the current knowledge, identify the significance of the issue in an ecological model, decipher existing quality data and compare that data to national benchmarks, investigate a health care quality issue using quality improvement methods, and draft a proposal for implementation of a continuous quality improvement initiative. Work was presented in both written and oral presentation formats, with emphasis on engaging various audiences in a compelling health care issue.

Dr. Ross and Ms. Luce are Assistant Professors, Oregon Health & Science University, Portland, and Drs. Noone and Sideras are Assistant Professors, Oregon Health & Science University, Ashland, Oregon.

The authors thank their colleagues and Oregon Consortium for Nursing Education faculty partners for their contributions in the development of learning activities, and in particular Rene Menkens, MS, RN, Nursing Faculty, Southwestern Oregon Community College.

Address correspondence to Amy Miner Ross, PhD, RN, CNS, 1250 Siskiyou Boulevard, Ashland, OR 97520; e-mail: rossam@ohsu.edu.

Received: October 12, 2007
Accepted: June 24, 2008
Posted Online: March 27, 2009
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