TY - JOUR
T1 - Evidence-based teaching practice in nursing education
T2 - Faculty perspectives and practices
AU - Kalb, Kathleen A.
AU - O'Conner-Von, Susan K.
AU - Brockway, Christine
AU - Rierson, Cindy L.
AU - Sendelbach, Sue
PY - 2015/7/1
Y1 - 2015/7/1
N2 - PURPOSE: This national online study was conducted to describe nursing faculty perspectives and practices about evidencebased teaching practice (EBTP). BACKGROUND: 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. METHOD: Nurse administrators of accredited nursing programs in the United States (A/= 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. RESULTS: 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. CONCLUSION: EBTP in nursing education requires sustained institutional, administrative, and collegial support to promote faculty effectiveness and student learning.
AB - PURPOSE: This national online study was conducted to describe nursing faculty perspectives and practices about evidencebased teaching practice (EBTP). BACKGROUND: 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. METHOD: Nurse administrators of accredited nursing programs in the United States (A/= 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. RESULTS: 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. CONCLUSION: EBTP in nursing education requires sustained institutional, administrative, and collegial support to promote faculty effectiveness and student learning.
KW - Based practice
KW - Evidence
KW - Evidence-based education
KW - Evidence-based teaching
KW - Nursing education
KW - Nursing education research
UR - http://www.scopus.com/inward/record.url?scp=84940659363&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84940659363&partnerID=8YFLogxK
U2 - 10.5480/14-1472
DO - 10.5480/14-1472
M3 - Article
C2 - 26328288
AN - SCOPUS:84940659363
SN - 1536-5026
VL - 36
SP - 212
EP - 219
JO - Nursing education perspectives
JF - Nursing education perspectives
IS - 4
ER -