Use of the Innovation–Decision Process Teaching Strategy to Promote Evidence-Based Practice
Section snippets
Review of Literature and Conceptual Model
Dufault (2001) notes, “advances in research are meaningless unless they reach clinicians at the point of care” (p. 1). Studies demonstrate that nurses do not utilize nursing research in their practice. Barriers, such as the communication gap between researcher and clinician (Brown, 1995), organizational culture, lack of time, as well as the inability of individuals to evaluate nursing research have be identified by registered nurses (Champion & Leach 1989, Funk et al., 1991, Kajermo et al., 2000
The Innovation–Decision Process Teaching Strategy
The I-DPTS consists of four phases: getting started, implementation, dissemination, and appraisal of student assignment. A detailed description of the assignment is subsequently provided.
Evaluation of the I-DPTS
Although the I-DPTS was successfully implemented, limitations did exist. Feedback from faculty, student, and agency representatives was critical for identifying opportunities for improvement.
Conclusion
The I-DPTS offers faculty the opportunity to make significant contributions to educating baccalaureate nursing students about evidence-based practice. The assignment discussed in this article is a realistic, enjoyable teaching strategy that allows students to achieve competencies necessary to overcome barriers associated with implementing best practices. Grounded in over 50 years of tradition of diffusion research (Rogers, 2003), I-DPTS offers advantages over other teaching strategies because
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