Active Learning in E-Learning Programs for Evidence-Based Nursing in Academic Settings: A Scoping Review

BACKGROUND

The use of e-learning in nursing education has increased substantially. The goal of this study is to identify how active e-learning for evidence-based practice (EBP) was implemented in academic settings.

METHOD

For a scoping review, literature from PubMed, CINAHL, and EMBASE was searched with keywords related to e-learning and EBP, and only articles pertaining to nursing academic settings were selected. Finally, 17 studies were included. Data on theories or instructional strategies and types and characteristics of online activities were extracted.

RESULTS

Of the included studies, 14 had a pedagogical background. Frequently used activities included discussions, asynchronous communications, and a combination of student-student and student-teacher interactions. Critical appraisal was the primary learning content.

CONCLUSION

This study summarizes evidence on active learning to enhance the EBP competency of nursing students through e-learning. To make EBP e-learning more meaningful, educators should plan, apply, and evaluate appropriate online activities. [J Contin Educ Nurs. 2021;52(9):407-412.].

Information literacy skills and training of licensed practical nurses in Alberta, Canada: results of a survey

BACKGROUND

Although information literacy skills are recognized as important to the curriculum and professional outcomes of two-year nursing programs, there is a lack of research on the information literacy skills and support needed by graduates.

OBJECTIVE

To identify the information literacy skills and consequent training and support required of Licensed Practical Nurses (LPNs) in Alberta, Canada.

METHOD

An online survey using a random sample of new graduates (graduated within 5 years) from the registration database of the College of Practical Nurses of Alberta (CLPNA).

RESULTS

There was a 43% response rate. Approximately 25-38% of LPNs felt they were only moderately or to a small extent prepared to use evidence effectively in their professional practice. LPNs use the internet and websites most frequently, in contrast to library resources that are used least frequently. Developing lifelong learning skills, using information collaboratively, and locating and retrieving information are areas where LPNs desire more effective or increased training.

CONCLUSION

The results suggest there are significant gaps in the preparedness and ability of LPNs to access and apply research evidence effectively in the workplace. There are several areas in which the training provided by Librarians appears either misaligned or ineffective.

Evaluation of best practices in the design of online evidence-based practice instructional modules

OBJECTIVES

The research determined to what extent best practices are being followed by freely available online modules aimed at teaching critical thinking and evidence-based practices (EBPs) in health sciences fields.

METHODS

In phase I, an evaluation rubric was created after reviewing the literature. Individual rubric questions were assigned point values and grouped into sections, and the sections weighted. Phase II involved searching Internet platforms to locate online EBP modules, which were screened to determine if they met predetermined criteria for inclusion. Phase III comprised a first evaluation, in which two authors assessed each module, followed by a second evaluation of the top-scoring modules by five representatives from different health sciences units.

RESULTS

The rubric's 28 questions were categorized into 4 sections: content, design, interactivity, and usability. After retrieving 170 online modules and closely screening 91, 42 were in the first evaluation and 8 modules were in the second evaluation. Modules in the first evaluation earned, on average, 59% of available points; modules in the second earned an average of 68%. Both evaluations had a moderate level of inter-rater reliability.

CONCLUSIONS

The rubric was effective and reliable in evaluating the modules. Most modules followed best practices for content and usability but not for design and interactivity.

IMPLICATIONS

By systematically collecting and evaluating instructional modules, the authors found many potentially useful elements for module creation. Also, by reviewing the limitations of the evaluated modules, the authors were able to anticipate and plan ways to overcome potential issues in module design.

Improving the adoption of evidence-based practice through RN-to-BSN education

BACKGROUND

Although enrollment in RN-to-BSN degree completion programs has grown profoundly, a dearth of literature exists regarding the impact of RN-to-BSN education and the adoption of evidence-based practice (EBP). This study examined the elements of RN-to-BSN education that improve the awareness and adoption for EBP.

METHOD

A mixed methods meta-synthesis was conducted using qualitative, textual-narrative, and descriptive research studies. Data from six articles were analyzed, using standardized critical appraisal instruments.

RESULTS

Two findings were identified. First, EBP skills for RN-to-BSN students are influenced by exposure to educational partnerships, contextual teaching and learning, and practice experiences. Second, barriers to adoption exist for RN-to-BSN students, which limit advances in nursing practice.

CONCLUSION

A variety of contextual teaching and learning strategies can provide empowerment for RN-to-BSN students to adopt EBP in their practice. Forming partnerships in creating EBP experiences may set the stage for RN-to-BSN leadership opportunities in today's health care system.

Lifelong learning for nurses-building a strong future

Lifelong learning is a key issue for the nursing profession. The literature reports effective collaboration between nurses and health sciences librarians to develop evidence-based programs for hospital staff nurses. In this collaboration the nurse provides the real-time practice issues and the health sciences librarian provides the expertise to retrieve the information from the literature. This column presents a current overview of the participation of health sciences librarians, particularly hospital librarians, in the development of programs and resources for nurses' lifelong learning.

Third year nursing students' understanding of how to find and evaluate information from bibliographic databases and Internet sites

The aim of this study was to increase undergraduate nursing students' knowledge of finding and evaluating information from selected bibliographic databases and Internet sites. A quasi-experimental design was adopted. The 2004 autumn cohort (n=480) was divided into two approximately equal groups at the beginning of their studies. One group was subjected to a greater number of assignments requiring them to find and evaluate bibliographic and Internet-based information. The assignments were spread throughout the curriculum. Questionnaires were used to collect data. The low response rate makes generalizing the findings difficult. Only small differences were demonstrated between the knowledge of the revised assignment group and that of the other students. Both groups had a poor understanding of the use of important search and evaluation techniques. The results indicate that strategies proven in one context are not necessarily as effective in a new context and that more research is needed into which learning activities best enhance the development of information literacy skills during undergraduate nursing education.