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Experiences of nursing students of Evidence-Based Practice Education according to Rogers’ Diffusion of Innovation Model: A Directed Content Analysis
INTRODUCTION: Evidence based practice (EBP) education is essential in promoting of clinical care, but an effective educational strategy for teaching EBP in nursing faculties is not available. The aim of this study was to explore the experiences of nursing students of EBP Education according to Roger...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Journal of Advances in Medical Education & Professionalism
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5611430/ https://www.ncbi.nlm.nih.gov/pubmed/28979915 |
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author | PASHAEYPOOR, SHAHZAD ASHKTORAB, TAHEREH RASSOULI, MARYAM ALAVI_MAJD, HAMID |
author_facet | PASHAEYPOOR, SHAHZAD ASHKTORAB, TAHEREH RASSOULI, MARYAM ALAVI_MAJD, HAMID |
author_sort | PASHAEYPOOR, SHAHZAD |
collection | PubMed |
description | INTRODUCTION: Evidence based practice (EBP) education is essential in promoting of clinical care, but an effective educational strategy for teaching EBP in nursing faculties is not available. The aim of this study was to explore the experiences of nursing students of EBP Education according to Rogers’ Diffusion of Innovation Model. METHODS: This qualitative study was carried out using a directed content analysis method and purposeful sampling. Data were collected until saturation by fourteen semi-structured face-to-face individual interviews and two focus group discussions with nursing students from two nursing faculties in Tehran, Iran. Rogers’ Model was used in this study. RESULTS: Data were classified into five themes and 11 categories according to the Rogers’s Model. Themes and main categories were knowledge (educational enrichment, new strategy for education), persuasion (internalization of education, improvement of motivation), decision (acceptance, use in the future), implementation (objectivity, consolidation of learning) and confirmation (learning and teaching, achieving a goal, self-confidence). CONCLUSIONS: EBP Education, based on the teaching strategy of Rogers’s Model, leads to an improved EBP learning. All the necessary steps for a better education of it are included in this educational approach which can be used to teach any new subject like EBP. |
format | Online Article Text |
id | pubmed-5611430 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | Journal of Advances in Medical Education & Professionalism |
record_format | MEDLINE/PubMed |
spelling | pubmed-56114302017-10-05 Experiences of nursing students of Evidence-Based Practice Education according to Rogers’ Diffusion of Innovation Model: A Directed Content Analysis PASHAEYPOOR, SHAHZAD ASHKTORAB, TAHEREH RASSOULI, MARYAM ALAVI_MAJD, HAMID J Adv Med Educ Prof Original Article INTRODUCTION: Evidence based practice (EBP) education is essential in promoting of clinical care, but an effective educational strategy for teaching EBP in nursing faculties is not available. The aim of this study was to explore the experiences of nursing students of EBP Education according to Rogers’ Diffusion of Innovation Model. METHODS: This qualitative study was carried out using a directed content analysis method and purposeful sampling. Data were collected until saturation by fourteen semi-structured face-to-face individual interviews and two focus group discussions with nursing students from two nursing faculties in Tehran, Iran. Rogers’ Model was used in this study. RESULTS: Data were classified into five themes and 11 categories according to the Rogers’s Model. Themes and main categories were knowledge (educational enrichment, new strategy for education), persuasion (internalization of education, improvement of motivation), decision (acceptance, use in the future), implementation (objectivity, consolidation of learning) and confirmation (learning and teaching, achieving a goal, self-confidence). CONCLUSIONS: EBP Education, based on the teaching strategy of Rogers’s Model, leads to an improved EBP learning. All the necessary steps for a better education of it are included in this educational approach which can be used to teach any new subject like EBP. Journal of Advances in Medical Education & Professionalism 2017-10 /pmc/articles/PMC5611430/ /pubmed/28979915 Text en Copyright: © Journal of Advances in Medical Education & Professionalism http://creativecommons.org/licenses/by-nc-sa/3.0 This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Original Article PASHAEYPOOR, SHAHZAD ASHKTORAB, TAHEREH RASSOULI, MARYAM ALAVI_MAJD, HAMID Experiences of nursing students of Evidence-Based Practice Education according to Rogers’ Diffusion of Innovation Model: A Directed Content Analysis |
title | Experiences of nursing students of Evidence-Based Practice Education according to Rogers’ Diffusion of Innovation Model: A Directed Content Analysis
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title_full | Experiences of nursing students of Evidence-Based Practice Education according to Rogers’ Diffusion of Innovation Model: A Directed Content Analysis
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title_fullStr | Experiences of nursing students of Evidence-Based Practice Education according to Rogers’ Diffusion of Innovation Model: A Directed Content Analysis
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title_full_unstemmed | Experiences of nursing students of Evidence-Based Practice Education according to Rogers’ Diffusion of Innovation Model: A Directed Content Analysis
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title_short | Experiences of nursing students of Evidence-Based Practice Education according to Rogers’ Diffusion of Innovation Model: A Directed Content Analysis
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title_sort | experiences of nursing students of evidence-based practice education according to rogers’ diffusion of innovation model: a directed content analysis |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5611430/ https://www.ncbi.nlm.nih.gov/pubmed/28979915 |
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