Strategies for teaching evidence-based practice to undergraduate health students: A systematic review protocol
Ramis, Mary-Anne, Chang, Anne M., & Nissen, Lisa (2015) Strategies for teaching evidence-based practice to undergraduate health students: A systematic review protocol. JBI Database of Systematic Reviews and Implementation Reports, 13(2), pp. 12-25.
The objective of this review is to find, critically appraise and synthesize the available quantitative evidence on the effectiveness of interventions that promote successful teaching of the evidence-based practice process in undergraduate health students, in preparation for them to become professional evidence-based practitioners.
More specifically, the question that this review seeks to answer is: What is the effectiveness of teaching strategies for evidence-based practice for undergraduate health students?
Types of participants
This review will consider studies that include undergraduate health students from any undergraduate health discipline, including but not limited to medicine, nursing and allied health. Post graduate and post-registration students will not be included.
Types of interventions
This review will consider studies that evaluate strategies or interventions aimed at teaching any or all of the five steps of evidence-based practice, namely asking a structured clinical question; collecting the best evidence available; critically appraising the evidence to ensure validity, relevance and applicability; applying or integrating the results into clinical practice, and evaluating outcomes. The strategy may take place solely within a tertiary education environment or may be combined with a clinical setting.
Types of outcomes
This review will consider studies that include the following outcome measures: evidence-based practice behavior, knowledge, skills, attitudes, self-efficacy (or self-confidence), beliefs, values, intention to use evidence-based practice (future use) and confidence levels. Tools used to measure these outcomes will be assessed for reported validity, reliability and generalizability. Outcomes will be measured during the student’s education period up to graduation. If studies are conducted across different year levels this will be taken into account during analysis and reported accordingly.
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|Item Type:||Journal Article|
|Keywords:||evidence-based practice, education, health professionals, education, health undergraduates, evidence-based practice education, learning and teaching, systematic review, interdisciplinary, HERN|
|Divisions:||Current > Schools > School of Clinical Sciences
Current > QUT Faculties and Divisions > Faculty of Health
Current > Schools > School of Nursing
|Copyright Owner:||Copyright 2015 The authors|
|Deposited On:||17 Mar 2015 02:33|
|Last Modified:||07 Apr 2015 23:01|
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