Differentiation and Integration of Research, Evidence-Based Practice, and Quality Improvement.

The Journal of nursing education Pub Date : 2024-09-03 DOI:10.3928/01484834-20240514-01

Jayne Jennings Dunlap, Julee Briscoe Waldrop, Tracy L Brewer, Rosalie O Mainous

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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: These documents clarify the evolving differences, similarities, and synergies as a framework for faculty development. [J Nurs Educ. 2024;63(X):XXX-XXX.].

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研究、循证实践和质量改进的区分与整合。

背景：不同学术水平的护理专业学生在学习研究、循证实践（EBP）和质量改进（QI）方面存在很大差异。随着护理教育计划采用新的《专业护理教育核心能力》（The Essentials：专业护理教育核心能力》（The Essential: Core Competencies for Professional Nursing Education），并转向能力本位教育，执照前和高级护理学生将需要展示研究、循证实践和质量改进能力；因此，教师必须掌握教授这些范例的差异和整合的知识和技能：方法：在文献和我们作为护士和教育工作者的经验基础上，我们采用了循证方法来开发这一教育创新：结果：本文以表格和图表的形式创新性地展示了研究、EBP 和 QI 的差异和相互依存性：这些文件阐明了不断发展的差异、相似性和协同作用，是教师发展的框架。[J Nurs Educ. 2024;63(X):XXX-XXX.].

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The Journal of nursing education

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