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A New Model for Preparing Research-Savvy Nurses

A New Model for Preparing Research-Savvy Nurses Downloaded from http://journals.lww.com/neponline by BhDMf5ePHKbH4TTImqenVA5KvPVPZ0P5BEgU+IUTEfzO/GUWifn2IfwcEVVH9SSn on 06/04/2020 From the Editor Joyce J. Fitzpatrick A New Model for Preparing Research-Savvy Nurses few years ago, we reviewed the syllabi for all of the courses in several prelicensure nursing education How can we expect integration if we do not A programs. Most likely, you will not be surprised to learn that the syllabi for most clinical courses included refer- practice what we preach? How can we expect ences from nursing textbooks. In the same curricula, we clinical nurses to evaluate evidence through found stand-alone nursing research courses, which still ex- ist in most prelicensure nursing education programs, as well evidence-based practice models when we have not as stand-alone nursing leadership courses. With this background, we must ask why we expect our taught them the integration between clinical and students, especially our graduates in clinical practice, to use scientific knowledge? research (and leadership) skills in their practice to fully inte- grate the content they have learned in disparate courses. How can we expect integration if we do not practice what we preach? hope that is the case in all entry-level prelicensure programs that How can we expect clinical nurses to evaluate evidence through prepare our new clinical nurses, and I will be eager to learn of your evidence-based practice models when we have not taught them experiences in this regard. the integration between clinical and scientific knowledge? That being said, from my clinical work teaching evidence-based I recommend that all of us teaching in prelicensure programs re- practice and clinical research to practicing nurses in several hospitals, examine our course syllabi to determine how the latest research is in- I know there remains a disconnect in the integration of research and tegrated into our curricula. How many nurse educators include the clinical concepts. Although clinical nurses acknowledge that they latest publications on symptom science that result from investigations were introduced to evidence-based practice and research in their ba- funded by the National Institute of Nursing Research? Our nursing re- sic educational programs, they most often have not synthesized their search journals publish the latest information on interventions that learning of the different components that guide practice. They have to should guide nursing practice, yet the research-clinician gap con- be taught again how to apply evidence-based protocols and research tinues to exist in our faculty and in our courses. findings to their clinical work. This is not only a waste of resources but, What if we did things differently? What if each of our clinical more importantly, a disservice to quality patient care, as well. courses required students to identify at least one recent nursing re- Our patients expect nurses to be knowledgeable and competent. search publication in that key clinical content area? What if, across They should also expect clinical nurses to be knowledgeable about all clinical courses, faculty were expected to include key research the latest nursing interventions based on scientific knowledge. references in the syllabi? I recently inquired of faculty currently teaching in entry-level BSN programs and was pleased to learn that, in several courses, students are required to review current re- search related to the clinical topics that are central to the course. I The author has declared no conflict of interest. Copyright © 2019 National League for Nursing doi: 10.1097/01.NEP.0000000000000507 132 May/June 2019 www.neponline.net Copyright © 2019 National League for Nursing. Unauthorized reproduction of this article is prohibited. Downloaded from http://journals.lww.com/neponline by BhDMf5ePHKbH4TTImqenVA5KvPVPZ0P5BEgU+IUTEfzO/GUWifn2IfwcEVVH9SSn on 06/04/2020 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Nursing Education Perspectives Wolters Kluwer Health

A New Model for Preparing Research-Savvy Nurses

Nursing Education Perspectives , Volume 40 (3) – Jun 1, 2019

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Publisher
Wolters Kluwer Health
ISSN
1536-5026
eISSN
1943-4685
DOI
10.1097/01.NEP.0000000000000507
Publisher site
See Article on Publisher Site

Abstract

Downloaded from http://journals.lww.com/neponline by BhDMf5ePHKbH4TTImqenVA5KvPVPZ0P5BEgU+IUTEfzO/GUWifn2IfwcEVVH9SSn on 06/04/2020 From the Editor Joyce J. Fitzpatrick A New Model for Preparing Research-Savvy Nurses few years ago, we reviewed the syllabi for all of the courses in several prelicensure nursing education How can we expect integration if we do not A programs. Most likely, you will not be surprised to learn that the syllabi for most clinical courses included refer- practice what we preach? How can we expect ences from nursing textbooks. In the same curricula, we clinical nurses to evaluate evidence through found stand-alone nursing research courses, which still ex- ist in most prelicensure nursing education programs, as well evidence-based practice models when we have not as stand-alone nursing leadership courses. With this background, we must ask why we expect our taught them the integration between clinical and students, especially our graduates in clinical practice, to use scientific knowledge? research (and leadership) skills in their practice to fully inte- grate the content they have learned in disparate courses. How can we expect integration if we do not practice what we preach? hope that is the case in all entry-level prelicensure programs that How can we expect clinical nurses to evaluate evidence through prepare our new clinical nurses, and I will be eager to learn of your evidence-based practice models when we have not taught them experiences in this regard. the integration between clinical and scientific knowledge? That being said, from my clinical work teaching evidence-based I recommend that all of us teaching in prelicensure programs re- practice and clinical research to practicing nurses in several hospitals, examine our course syllabi to determine how the latest research is in- I know there remains a disconnect in the integration of research and tegrated into our curricula. How many nurse educators include the clinical concepts. Although clinical nurses acknowledge that they latest publications on symptom science that result from investigations were introduced to evidence-based practice and research in their ba- funded by the National Institute of Nursing Research? Our nursing re- sic educational programs, they most often have not synthesized their search journals publish the latest information on interventions that learning of the different components that guide practice. They have to should guide nursing practice, yet the research-clinician gap con- be taught again how to apply evidence-based protocols and research tinues to exist in our faculty and in our courses. findings to their clinical work. This is not only a waste of resources but, What if we did things differently? What if each of our clinical more importantly, a disservice to quality patient care, as well. courses required students to identify at least one recent nursing re- Our patients expect nurses to be knowledgeable and competent. search publication in that key clinical content area? What if, across They should also expect clinical nurses to be knowledgeable about all clinical courses, faculty were expected to include key research the latest nursing interventions based on scientific knowledge. references in the syllabi? I recently inquired of faculty currently teaching in entry-level BSN programs and was pleased to learn that, in several courses, students are required to review current re- search related to the clinical topics that are central to the course. I The author has declared no conflict of interest. Copyright © 2019 National League for Nursing doi: 10.1097/01.NEP.0000000000000507 132 May/June 2019 www.neponline.net Copyright © 2019 National League for Nursing. Unauthorized reproduction of this article is prohibited. Downloaded from http://journals.lww.com/neponline by BhDMf5ePHKbH4TTImqenVA5KvPVPZ0P5BEgU+IUTEfzO/GUWifn2IfwcEVVH9SSn on 06/04/2020

Journal

Nursing Education PerspectivesWolters Kluwer Health

Published: Jun 1, 2019

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