Evidence-Based Teaching Practice in Nursing Education: Faculty Perspectives and Practices

This national online study was conducted to describe nursing faculty perspectives and practices about evidence-based teaching practice (EBTP). Professional standards for nurse educator practice stress the importance of EBTP; however, the use of evidence by faculty in curriculum design, evaluation an...

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Bibliographic Details
Published in:Nursing education perspectives 2015-07, Vol.36 (4), p.212-219
Main Authors: Kalb, Kathleen A, O'Conner-Von, Susan K, Brockway, Christine, Rierson, Cindy L, Sendelbach, Sue
Format: Article
Language:English
Subjects:
Clinical Competence
Clinical medicine
Collaboration
Core competencies
Core curriculum
Course Content
Curriculum
Curriculum Design
Data Collection
Education, Nursing - organization & administration
Educational Measurement - methods
Educational Research
Educational Theories
Evidence-based nursing
Evidence-Based Nursing - organization & administration
Faculty, Nursing
Female
Health care
Humans
Learning
Learning Strategies
Male
Middle Aged
Nurses
Nursing
Nursing administration
Nursing education
Nursing Education Research
Polls & surveys
Problem-Based Learning - methods
Professional standards
Quality
Socioeconomic Factors
Students
Studies
Surveys
Teachers
Teaching
Teaching - methods
United States
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Summary:This national online study was conducted to describe nursing faculty perspectives and practices about evidence-based teaching practice (EBTP). Professional standards for nurse educator practice stress the importance of EBTP; however, the use of evidence by faculty in curriculum design, evaluation and educational measurement, and program development has not been reported. Nurse administrators of accredited nursing programs in the United States (N = 1,586) were emailed information about the study, including the research consent form and anonymous survey link, and invited to forward information to nursing faculty. Respondents (551 faculty and nurse administrators) described the importance of EBTP in nursing education, used multiple sources of evidence in their faculty responsibilities, and identified factors that influence their ability to use EBTP. EBTP in nursing education requires sustained institutional, administrative, and collegial support to promote faculty effectiveness and student learning.
ISSN:1536-5026
1943-4685
DOI:10.5480/14-1472