Author: Lori Fusco, MSN, RN, CNE
Title: Assistant Professor
Institution: Youngstown State University
1. Describe reliable sources for locating evidence reports and clinical practice guidelines
2. Explain the role of evidence in determining the best clinical practice
1. Base individualized care plan on patient values, clinical expertise, and evidence
2. Locate evidence reports related to clinical practice topics and guidelines
1. Value the concept of EBP as integral to determining the best clinical practice
2. Value the need for continuous improvement in clinical practice based on new knowledge
The purpose of this teaching strategy is to introduce undergraduate nursing students to Clinical Practice Guidelines. This can be implemented in any class but best complements a Nursing Research or Leadership course during the junior or senior year. The strategy can also be presented during any clinical post-conference junior or senior year. Students are first given the attached pre-evaluation to assess baseline knowledge about Evidence-Based Practice and Clinical Practice guidelines. Students are next instructed on Clinical Practice Guidelines using the attached 15 slide PowerPoint presentation. A small group activity of three to five students each is incorporated using the attached activity form and lasts 15-20 minutes. Students present their group findings, followed by open discussion. A post evaluation is completed to assess learning. The assignment is pass/fail and based on active student participation. The total time allotted time is 45-60 minutes.
Pre and Post Evaluation
CPG Activity Form
Evaluation of the strategy is done through self-assessment using a pre and post-session evaluation, small group activity, and open discussion. At the beginning of the session, each student will be asked to complete a questionnaire with four items to determine the students’ baseline knowledge of Evidence-Based Practice and Clinical Practice Guidelines. After completion of the strategy, students will answer the same four questions to measure changes in knowledge. The instructor will facilitate the small group activity and open discussion. Students will be informed the activity is pass/fail and is dependent on active participation.