Teaching Evidence-Based Practice in Nursing

Rona F. Levin, PhD, RN, is internationally recognized for her work in evidence-based practice improvement. In 2015, Sigma Theta Tau International presented her with their Evidence-Based Practice Award. She and co-editor, Dr. Harriet Feldman, won AJN Book of the Year Awards for the first (2006) and second (2013) editions of Teaching Evidence-Based Practice in Nursing published by Springer. Dr. Levin, now in a preferred state (semi-retired), practiced in almost every clinical service at the beginning of her career. In 1968, she developed the idea for and implemented as the nurse manager a new unit at then Long Island Jewish Hospital, known as self-directed patient care, which embodied all the components of evidence-based nursing practice, integrating evidence-based care with patients values and goals, and her clinical experience and caring, before EBP became the by-word for nursing practice. Harriet R. Feldman, PhD, RN, FAAN, is Dean, Lienhard School of Nursing, Pace University.

Biographies for RFL and HRF



Contributing Authors



Acknowledgements



Foreword



Preface



Introduction to Part I



Part 1: Mentorship: An Essential Component of Creating EBP Champions



1: Defining Mentorship for EBP



2: Mentoring Clinical Champions



3: Mentoring Faculty for Evidence-Based Practice: Let’s Work Together



4: Mentoring Preceptors for EBP



Introduction to Part II



Part 2: Evidence-Based Teaching Practices: Let's Practice What We Preach



5: Describing the Practice Area for Improvement



6: Involving Stakeholders in Determining the Clinical Problem: A Learning Activity



7: Teaching Students to Formulate Clinical Questions: Tell Me Your Problems and Then Read My Lips



8: Integration of Critical Thinking and EBP into “Routine” Practice



9: Searching the Sea of Evidence



10: Synthesizing Evidence and Separating Apples from Oranges



11: Evaluating Clinical Practice Guidelines



12 Strategies for Teaching Statistics



13: Teaching Treatment Effectiveness Formulas



14: Determining Sensitivity and Specificity of Assessment Tools for Formulating “At Risk” Nursing Diagnoses



15: Teaching Sensitivity and Specificity for Medical and NP Practice



16: Conducting a Gap Analysis



17: Outcome Evaluation for Programs Teaching EBP



Introduction to Part III



Part 3: Strategies for Creating an Academic Culture for EBP



18: Refocusing the Academic Culture



19: Teaching EBP throughout an Undergraduate Curriculum



20: "Second" Thoughts on Teaching EBP



21: Integrating EBP in Doctoral Education: NYU



22: Integrating EBP into DNP Education: The Pace Experience



Introduction to Part IV



Part 4: Strategies for Creating a Practice Culture for EBP



23: Implementing an EBP Council in a Hospital Setting: NWH



24: Establishing a Questioning Practice Community



25: Implementing an EBPI Improvement Program in a Community Health Agency: The Visiting Nurse Service of New York Experience (Part I)



26: Implementing an EBPI Improvement Program in a Community Health Agency: The Visiting Nurse Service of New York Experience (Part II)



Introduction to Part V



Part 5: Strategies for Crafting Creative Collaborations for EBP



27: Establishing an EBP Alliance: Come Together Right Now



28: Global Partnerships for EBP: Crossing State and National Boundaries



Glossary



Annotated Bibliography