JNPD
Journal for Nurses in Professional Development & Volume 31, Number 6, E11YE14 & Copyright B 2015 Wolters Kluwer Health, Inc. All rights reserved.
Using a Mock Trial Method to Enhance Effectiveness of Teaching Evidence-Based Practice in Nursing Cindy T. White, DNP, MA, RN, CNML
Traditional teaching methodologies may deter adult learning because of passive the exchange of knowledge. Teaching to the ‘‘evidence’’ substantiating best practice requires a systematic approach to transfer knowledge into clinical inquiry. A mock trial simulated role-play activity was selected to show the value of learning through active engagement. The nurse ‘‘defendant’’ was challenged to substantiate practice based on the evidence. Seminar participants (the jury) scrutinized testimony through deliberation before delivering the final verdict.
E
vidence-based practice (EBP) is defined as the practice of nursing in which the nurse makes clinical decisions based on the best available current research evidence, his or her own clinical expertise, and the needs and preferences of the patient (see Table 1). Knowing about and practicing in accordance with a set of standards has an effect on safe patient care and legitimizes existing evidence through improved patient outcomes (Pravikoff, Tanner, & Pierce, 2005). Teaching to the evidence that substantiates best practice for the bedside clinician not only requires specific knowledge of the science but also requires a systematic approach to transfer this knowledge into skills at the bedside and clinical inquiry of one’s own practice (Burns, 2011). Collectively, these issues present challenges to nurse educators as they strive to convey the significance of practicing to the best evidence and defending this through clinical documentation related to achieving optimal patient outcomes. Traditional approaches to teaching methods such as educator-centered lectures and learner-centered self-study learning modules do not always produce the change in practice performance that is essential to improve patient outcomes Cindy T. White, DNP, MA, RN, CNML, is Director of Learning & Organizational Development, John Muir Medical Center, Walnut Creek, California. The author has disclosed that she has no significant relationships with, or financial interest in any commercial companies pertaining to this article. ADDRESS FOR CORRESPONDENCE: Cindy T. White, DNP, MA, RN, CNML, John Muir Medical Center, 1601 Ygnacio Valley Road, Walnut Creek, CA 94598 (e
Journal for Nurses in Professional Development & Volume 31, Number 6, E11YE14 & Copyright B 2015 Wolters Kluwer Health, Inc. All rights reserved.
Using a Mock Trial Method to Enhance Effectiveness of Teaching Evidence-Based Practice in Nursing Cindy T. White, DNP, MA, RN, CNML
Traditional teaching methodologies may deter adult learning because of passive the exchange of knowledge. Teaching to the ‘‘evidence’’ substantiating best practice requires a systematic approach to transfer knowledge into clinical inquiry. A mock trial simulated role-play activity was selected to show the value of learning through active engagement. The nurse ‘‘defendant’’ was challenged to substantiate practice based on the evidence. Seminar participants (the jury) scrutinized testimony through deliberation before delivering the final verdict.
E
vidence-based practice (EBP) is defined as the practice of nursing in which the nurse makes clinical decisions based on the best available current research evidence, his or her own clinical expertise, and the needs and preferences of the patient (see Table 1). Knowing about and practicing in accordance with a set of standards has an effect on safe patient care and legitimizes existing evidence through improved patient outcomes (Pravikoff, Tanner, & Pierce, 2005). Teaching to the evidence that substantiates best practice for the bedside clinician not only requires specific knowledge of the science but also requires a systematic approach to transfer this knowledge into skills at the bedside and clinical inquiry of one’s own practice (Burns, 2011). Collectively, these issues present challenges to nurse educators as they strive to convey the significance of practicing to the best evidence and defending this through clinical documentation related to achieving optimal patient outcomes. Traditional approaches to teaching methods such as educator-centered lectures and learner-centered self-study learning modules do not always produce the change in practice performance that is essential to improve patient outcomes Cindy T. White, DNP, MA, RN, CNML, is Director of Learning & Organizational Development, John Muir Medical Center, Walnut Creek, California. The author has disclosed that she has no significant relationships with, or financial interest in any commercial companies pertaining to this article. ADDRESS FOR CORRESPONDENCE: Cindy T. White, DNP, MA, RN, CNML, John Muir Medical Center, 1601 Ygnacio Valley Road, Walnut Creek, CA 94598 (e
