Annotated bibliograph1.edited

docx

School

The University of Nairobi *

*We aren’t endorsed by this school

Course

12458

Subject

Nursing

Date

Nov 24, 2024

Type

docx

Pages

Uploaded by reaganmumo

Running head: UNDERGRADUATE CLINICAL PROGRAM 1 Undergraduate Clinical Program: Nursing Student Name Instructor Institution Affiliation Course Date

UNDERGRADUATE CLINICAL PROGRAM 2 Improving Evidence-Based Practice in Undergraduate Clinical Program In analyzing how to evidence-based practices in Undergraduate Clinical Program, six journal articles were found. These journal articles are annotated below. Billingsley, S. K., Collins, A. M., & Miller, M. (2007). Healthy student, healthy nurse: A stress management workshop. Nurse Educator , 32 (2), 49-51. Summary This report, written by forward-thinking degreed nurse educationalists, addresses an operative stress-reduction sequencer for nursing students that used a combination of quantitative and qualitative design methods to reduce individual and academic echelons of stress connected with nursing learning. Based on the study, Participant answers on questionnaires and additional written feedback indicated that the curriculum met these goals. Strengths and Limitations As presented, this curriculum is objective; the writers are trained and qualified professors, and it focuses on nursing student stress, which is the chosen subject. However, While this is not a complete research study, the students' reactions to the curriculum led to the suggestion that it be used for nursing students at other the entire clinical students. Usefulness The study offered significant insights into my research, exploring how to improve evidence-based practice in the clinical undergraduate program. This program may be seen as an optional offering within the school of clinical science for undergraduates who self- identify a necessity for stress lessening.

UNDERGRADUATE CLINICAL PROGRAM 3 Hickman, L. D., DiGiacomo, M., Phillips, J., Rao, A., Newton, P. J., Jackson, D., & Ferguson, C. (2018). Improving evidence-based practice in postgraduate nursing programs: A systematic review: Bridging the evidence-practice gap (BRIDGE project). Nurse education today , 63 , 69-75. Summary This study aimed to see how successful capstone projects in clinical graduate programs encourage university faculty to establish and implement evidence-based teaching practices. This is a qualitative analysis since the study hypothesis was confirmed without using actual samples. It was not focused on numerical calculations or mathematical methods, and it lacked an essential study tool. Instead, many terms are used to evaluate and provide an in-depth and comprehensive look at the truth. Strengths and Weaknesses To improve their search results, the researchers looked at all quantitative studies, experimental studies, and risk assessments relevant to evidence-based practice that were performed at the university, which is a significant study strength. This was done to assist the researcher in determining the multiple studies' reliability and verifying the information found in the various research findings with other tasks. According to the report, there remained no recognizable studies intended to enable the adoption of “evidence-based practice” by institution of higher education faculty. However, the study uses old and audited clinical statements dating back to 1979. Usefulness However, this study was helpful in the research as it identifies discovered that introducing evidence-based practice improved nurses' ability to find evidence and their

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

UNDERGRADUATE CLINICAL PROGRAM 4 assessment abilities, which improved decision-making. According to the findings, the nursing sector has its own unique research needs. However, implementing a master's program that includes essential assessment will help develop EBP services and information interpretation. Kalb, K. A., O'Conner-Von, S. K., Brockway, C., Rierson, C. L., & Sendelbach, S. (2015). Evidence-based teaching practice in nursing education: Faculty perspectives and approaches. Nursing education perspectives , 36 (4), 212-219. Summary This research aimed to identify the various perspectives on “evidence-based education practice” (EBEP). Faculty instructors who teach in nursing colleges and universities were the target audience. The scholars distributed emails with information about the research to administrators at accredited nursing programs to gather data. This provided an anonymous connection to the consent forms used to drive data back to the facility. Strengths and Limitations To ensure reliability, the authors enlisted the help of many teachers and facilitators from various schools, providing a wealth of knowledge from multiple sources and thus a pool of data to equate. The study's significant drawbacks included using research-based surveys with open-ended survey products, which made it difficult for the investigator to collect data. There was also some misunderstanding about EBTP and EBP, which influenced some of the responses obtained during data collection. Usefulness This study was instrumental in exploring how to improve evidence-based practice in the Clinical undergraduate program. The study discovered that evidence-based teaching

UNDERGRADUATE CLINICAL PROGRAM 5 practice is critical, and educators use various resources to help students understand. According to the findings, including EBTP in the nursing curriculum aligns with current nursing education reform demands. McCaffrey, R., Thomas, D. J., & Kinzelman, A. O. (2009). The effects of lavender and rosemary essential oils on test-taking anxiety among graduate nursing students. Holistic nursing practice , 23 (2), 88-93. Summary The forward-thinking practice nurse researchers established a quasi-experimental quantitative study design study using peer-reviewed articles and recent research to determine two indispensable oils' ability to reduce test-taking apprehension in undergraduate nursing scholars as restrained by a recognized tool, with solid validity and reliability, which categorizes levels of superficial stress. Strengths and Limitations The methods used were clearly illustrated, and data examination revealed a statistically significant transformation between before and after test apprehension when lavender and rosemary oil sachets were used to inhale. Despite the study's limitations, the authors suggest that these oils be used to reduce test-taking stress in graduate nursing students. This study meets the research rigor standards, the authors are credentialed professors, and the content is relevant to the chosen subject. Usefulness This study was instrumental in exploring how to improve evidence-based practice in the Clinical undergraduate program. Because of the low cost and comfort of use of this

UNDERGRADUATE CLINICAL PROGRAM 6 pressure relief option, the authors of this study suggest that the community consider it one of the choices to provide for the class presentation. Mikkonen, K., Tomietto, M., Cicolini, G., Kaucic, M., Filej, B., Riklikiene, O., ... & Kääriäinen, M. (2019). Development and testing of an evidence-based model of mentoring nursing students in clinical practice. Nurse Education Today, 104272. Summary The study's main aim was to develop an evidence-based mentoring strategy for nursing students. For the five European countries under investigation, this study used a qualitative research method in which survey questionnaires were used to collect data, which was done both on paper and electronically. Strengths and Limitations The study's credibility and reliability are unquestionable as the others have vast experience in clinical and teaching research. Moreover, a section of entities with previous involvement in clinical schooling translated the Mentors' Competence Instrument into the intrinsic language of all the contributing nations to improve the study's reliability and validity. Usefulness This study was instrumental in exploring how to improve evidence-based practice in the Clinical undergraduate program. Mentorship is essential for educational structures and healthcare institutions because it strengthens students' clinical skills, engagement, and professional development in nursing faculty and associated settings.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

UNDERGRADUATE CLINICAL PROGRAM 7 Khammarnia, M., Haj Mohammadi, M., Amani, Z., Rezaeian, S., & Setoodehzadeh, F. (2015). Barriers to implementation of evidence-based practice in Zahedan teaching hospitals, Iran, 2014. “Nursing research and practice”, 2015 Summary The study aimed to identify the numerous barriers to EBP implementation at “Zahedan Teaching and Referral Hospitals”. The study employed a qualitative approach, which included distributing questionnaires containing 27 statements about the barriers to nurses implementing EBP. Two hundred eighty nurses from six separate teaching hospitals in the study area were included in the survey. Nurses who were absent from work during data collection were excluded from the study. Strengths and Limitations The study's credibility and reliability are unquestionable as the others have vast experience in clinical and teaching research. However, the research obstacles include a lack of enough time to devote to reading literature, an absence of computing knowledge, and a weak command of the English language. Usefulness This study was instrumental in exploring how to improve evidence-based practice in the Clinical undergraduate program. This is because Organizational and personal constraints are two types of obstacles to implementing EBP. Moreover, EBP is essential for all medical institutions because it reflects the level of nursing care provided. Youssef, N. F., Alshraifeen, A., Alnuaimi, K., & Upton, P. (2018). Egyptian and Jordanian nurse educators' perception of barriers preventing evidence-based practice implementation: A cross-sectional study. Nurse education today, 64, 33-41

UNDERGRADUATE CLINICAL PROGRAM 8 Summary The research aimed to determine the different perspectives of nursing teachers and tutors in Jordan and Egypt on the development and implementation of the EBTP. The study also sought to determine what factors prevent EBTP from being implemented in nursing programs at universities and colleges in both countries. The data obtained from nursing colleges and universities in the two countries was analyzed using statistical methods, making this a quantitative analysis. Strengths and Limitations The number of references and tools used to perform the analysis and collect data in this study was remarkable. Moreover, the survey's credibility and reliability are unquestionable as the others have vast experience in clinical and teaching research. However, the investigation had a few flaws, including a low response rate on electronic surveys. Usefulness The study was instrumental in identifying the various perspectives of nursing educators and teachers in nursing colleges on creating and implementing the EBTP. Furthermore, the study helped determine the factors preventing EBTP from being implemented in nursing programs at universities and colleges.

UNDERGRADUATE CLINICAL PROGRAM 9 References Billingsley, S. K., Collins, A. M., & Miller, M. (2007). Healthy student, healthy nurse: A stress management workshop. Nurse Educator , 32 (2), 49-51. Hickman, L. D., DiGiacomo, M., Phillips, J., Rao, A., Newton, P. J., Jackson, D., & Ferguson, C. (2018). Improving evidence-based practice in postgraduate nursing programs: A systematic review: Bridging the evidence-practice gap (BRIDGE project). Nurse education today , 63 , 69-75. Kalb, K. A., O'Conner-Von, S. K., Brockway, C., Rierson, C. L., & Sendelbach, S. (2015). Evidence-based teaching practice in nursing education: Faculty perspectives and approaches. Nursing education perspectives , 36 (4), 212-219. Khammarnia, M., Haj Mohammadi, M., Amani, Z., Rezaeian, S., & Setoodehzadeh, F. (2015). Barriers to implementation of evidence-based practice in Zahedan teaching hospitals, Iran, 2014. Nursing research and practice, 2015 McCaffrey, R., Thomas, D. J., & Kinzelman, A. O. (2009). The effects of lavender and rosemary essential oils on test-taking anxiety among graduate nursing students. Holistic nursing practice , 23 (2), 88-93. Mikkonen, K., Tomietto, M., Cicolini, G., Kaucic, M., Filej, B., Riklikiene, O., ... & Kääriäinen, M. (2019). Development and testing of an evidence-based model of mentoring nursing students in clinical practice. Nurse Education Today, 104272. Youssef, N. F., Alshraifeen, A., Alnuaimi, K., & Upton, P. (2018). Egyptian and Jordanian nurse educators' perception of barriers preventing evidence-based practice implementation: A cross-sectional study. Nurse education today, 64, 33-41

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Annotated bibliograph1.edited

Related Documents