Differentiation and Integration of Research, Evidence-Based Practice, and Quality Improvement
Year: 2024
Type: article
Abstract: BACKGROUND: Substantial discrepancies exist in how research, evidence-based practice (EBP), and quality improvement (QI) are taught to nursing students across academic levels. As nursing education programs adopt the new The Essentials: Core Competencies for Professional Nursing Education and move toward competency-based education, prelicensure and advanced nursing students will need to demonstrate research, EBP, and QI competencies; therefore, faculty must possess the knowledge and skills to teach these paradigms' differences and integration. METHOD: An evidence-based approach that builds on the literature and our experience as nurses and educators was used to develop this educational innovation. RESULTS: An innovative representation in table and figure format of the differences and interdependence of research, EBP, and QI is presented herein. CONCLUSION: .
Source: Journal of Nursing Education
Institution: Texas Woman's University
Language: English
Subfield: General Health Professions
Field: Health Professions
Domain: Health Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4402051855