Participation of Nursing Students in Evidence-Based Practice Projects: Results of Two Focus Groups

Cristina Lavareda Baixinho, Óscar Ramos Ferreira, Marcelo Medeiros and Ellen Synthia Fernandes de Oliveira
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Cristina Lavareda Baixinho: Nursing School of Lisbon, Nursing Research, Innovation and Development Centre of Lisbon (CIDNUR), 1900-160 Lisbon, Portugal
Óscar Ramos Ferreira: Nursing School of Lisbon, Nursing Research, Innovation and Development Centre of Lisbon (CIDNUR), 1900-160 Lisbon, Portugal
Marcelo Medeiros: Nursing School, Federal University of Goiás, Goiânia 74690-900, Brazil
Ellen Synthia Fernandes de Oliveira: The Graduate Program in Collective Health, Federal University of Goiás, Goiânia 74690-900, Brazil

IJERPH, 2022, vol. 19, issue 11, 1-12

Abstract: The development of true evidence-based practice requires that practitioners have the knowledge and skills to research, analyze, and use evidence. These skills must be acquired in pre-graduate training. The objective of the present study was to analyze the contributions of students’ participation in knowledge translation projects to clinical practice for evidence-based learning. This was a qualitative, descriptive, and exploratory study that used focus groups. Scripted interviews were administered. The design of the study included five phases and took place in the partnering institutions of the Safety Transition Project, involving fifteen participants. The study was authorized by the Research Ethics Committee. The data were analyzed following the steps encoding the categories, storage and recovery, and (3) interpretation and using computer software (WebQDA ® , Ludomédia, Aveiro, Portugal). Four categories were identified: learning evidence; communicating science; evidence-based practice; and developing skills. The successful implementation of evidence-based practice education resulted in students who understand its importance and use it competently. Further research should explore the skills developed by nurses involved in similar projects and their contribution to an EBP culture.

Keywords: evidence; knowledge translation; learning; nursing; students (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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