Clinical Experience Discussion through the Lens of Evidence Based Practice (EBP) and Clinical Practice Guidelines (CPG’s)

Submitter Information

Author: Diane Rudolphi, RN, MS
Title: Senior Medical Surgical Clinical Faculty
Institution: University of Delaware
Email: drudolph@udel.edu

Competency Category(s)
Evidence-Based Practice

Learner Level(s)
Pre-Licensure BSN

Learner Setting(s)
Clinical Setting

Strategy Type
Online or Web-based Modules

Learning Objectives

The students will:
1) Describe a clinical experience that provides an example of an event during which evidence-based practice and/or clinical practice guidelines were used, misused, or not used.
2) Provide evidence from research or literature related to best practices to support your position, judgment, or assessment of the clinical experience.

Strategy Overview

Students complete this assignment using the discussion board found on their course site. This online format provides an excellent platform for students to interact, share and discuss clinical experiences.

This assignment requires students to complete their initial discussion (part #1) using critical thinking and research to support their submission. They must then engage and reflect on their peer’s experiences in order to complete their response (part #2) of the assignment. In all submissions, students are expected to utilize research, literature, clinical practice guidelines and institution policies to support their position.

During the senior preceptorship practicum, it can be challenging to schedule clinical group meetings. Students often are placed in different clinical specialty areas. This assignment using an on-line format has been successfully used across all clinical specialty areas.

Submitted Materials

Assignment-Discussion-Rubric-2.docx
Clinical-Experience-Discussion-EBP.docx

Additional Materials

Attached Discussion Board Assignment
Attached Grading Rubric

Evaluation Description

The discussion Rubric provides students with clear guidelines for the grading process. The additional comments section is provided for faculty to individualize feedback for each student. Faculty have antidotally reported that the on-line student assignment has been more meaningful/thoughtful while supporting a strong EBP approach as compared to traditional student group discussions. Using the instructions as noted in this program, 13 Students submitted videotaped discussions and then were surveyed following the assignment. The data clearly indicated a preference for a videotaped assignment. Student comments submitted as part of the survey included, “I spent more time watching the videos of other students than I did reading other students’ written journal entries because I liked being able to hear what my peers had to say and it made it more engaging for me to listen to what they had to say.” Another noted, “I find it difficult to read through discussion posts as they are a bit long winded. I really enjoyed the video discussion, especially when it felt more of a conversation versus reading off of a script.”