Project details

Context

Results from nursing research are only useful if they are actually applied in practice. The EbN method describes one way of transferring science into practice. EbN stands for ‘Evidence-based Nursing’ and is defined by Behrens and Langer as follows: ‘Evidence-based nursing is the use of the best current scientifically proven experiences of third parties in the individual working alliance between unique care recipients or unique care systems and professional carers.’ (Behrens & Langer, 2016, p. 25) EbN utilises a multi-step methodology, which Behrens and Langer describe in six steps (Behrens & Langer, 2016, p. 37). It begins with the description of the problem in practice, leads to the generation of a question, then describes a literature search as the third step, the critical assessment of the literature, the implementation of the evidence found in a practical construct and finally the implementation in practice (ibid.). The integration of evidence-based nursing into everyday nursing care can make a positive contribution to the optimal care of patients (Behrens & Langer, 2016; Mackey & Bassendowski, 2017).

Study results show that scientific findings only reach nursing practice very late or not at all (Greenway et al., 2019; Meyer et al., 2013). Reasons cited for this include a lack of time and staff, as well as a lack of safety and knowledge in relation to science-based care (K?pke et al., 2013). It is also not self-evident that the theoretical and practical content of training courses reflects the current state of scientific knowledge (Darmann-Finck, 2010; Reiber, 2017; Simon, 2019). According to Simon (2019), the inclusion of scientific findings in lessons depends on both the personality of the teacher and the framework conditions. The teacher's previous experience in teaching and practice, as well as their own understanding of nursing science, appear to be particularly important. Simon concludes that the inclusion of scientific findings in teaching is rarely successful (ibid.).

K?ding (2019) names the connection between educators and practice instructors and the joint implementation of projects that illustrate the relevance of science in practice during training as an important first step towards integrating science into practice (ibid.). Reiber (2017) suggests a stronger focus on research-based learning as a solution. On the one hand, she sees this method as a way of keeping teaching up to date and, at the same time, views it as a didactic means of familiarising students with a ‘research-reflective habitus’ during their training (ibid.). This doctoral project aims to address the problems of insufficient scientific rigour in nursing practice and teaching in schools.

Aim of the project

The aim is to develop, implement and evaluate an educational intervention that supports teachers and practice instructors in nursing in teaching evidence-based work and promotes cooperation between practice instructors and nursing teachers.

Research question

The underlying question is: What effect does an educational intervention on the topic of EbN for teachers and practice instructors as academic tandems in nursing education have on the implementation and teaching of evidence-based work in nursing education?

Methods

The study described is a mixed methods study design with different survey instruments.

Following a literature review and interviews with nursing teachers and practice instructors to determine the educational needs of these professional groups with regard to EbN, an educational intervention is to be developed that is aimed at the cooperation between practice instructors and nursing teachers in the teaching of EbN. This educational intervention will be piloted and evaluated. Interviews, questionnaires and focus group interviews will be used and analysed at various points in the project.

Results

The collected results should provide information on how teachers and practice instructors can be optimally supported in their collaboration and in the teaching of evidence-based work.