Accessing and Assessing the Evidence: An Online Tool for Teaching Evidence-Based Nursing Practice

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Accessing and Assessing the Evidence An Online
Tool for Teaching Evidence-Based Nursing Practice

• Mary Lou Klem
• Health Sciences Library System
• University of Pittsburgh
• Elizabeth LaRue
• School of Nursing
• University of Pittsburgh
• Peter Draus
• School of Adult and Continuing Education
• Robert Morris University

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Background

• 2005 School of Nursing introduced a new
  curriculum designed to promote EBP
• Internal taskforce charged with identifying or
  creating online tools to assist faculty in
  teaching of EBP skills

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Accessing and Assessing the Evidence (AAE) User
Goals

• Practice the creation of answerable clinical
  questions
• View literature searches designed to answer
  clinical questions
• Practice critical appraisal of selected citations

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AAE Content

• Module 1 Clinical scenarios and questions
• Developed by clinical nursing faculty and allied
  health professionals
• Expert-developed clinical questions
• Module 2 Literature search and opportunity for
  critical appraisal
• Search conducted by medical librarian
• Annotated search history plus selected citations
• Rank citation relevancy

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Data Collection and Storage

• Username and password are assigned
• Data stored in MySQL database
• Chosen scenario and question type
• PICO elements
• Final clinical question
• Citation rankings

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Results

• 33 students enrolled in undergraduate nursing
  research course
• Generated a total of 102 clinical questions
• Provided a total of 380 citation rankings

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Question Types Chosen By Students()
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Success in Creating Clinical Questions
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Student versus Expert Rankings of Citation
Relevancy ()
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Summary

• AAE provides students with
• Practice at forming answerable clinical questions
• Overview of expert lit search to answer a
  clinical question
• A first step in appraising evidence
• Students
• Successful at creating questions
• Biased toward creating certain types of questions
• Overall agreement with experts on relevance of
  selected citations

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Future Directions

• Effects of prior instruction versus no
  instruction
• Content development and revision