Use of the Innovation–Decision Process Teaching Strategy to Promote Evidence-Based Practice

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The purpose of this article is to describe the innovation–decision process teaching strategy (I-DPTS) based on the model of diffusion of innovations [Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press]. A goal of baccalaureate nursing education is to develop competencies required for evidence-based practice. Such practice merges clinician expertise, patient preferences, and critical evaluation of the literature to improve patient outcomes and reduce health care costs [Melnyk, B. M. (2005). A primer on evidence-based practice. Paper presented at the Purdue School of Nursing Seventh Annual Helen R. Johnson Leadership Conference, West Lafayette, IN]. Several strategies to promote evidence-based practice have appeared in the literature. However, when they are examined in light of the innovation–decision process (Rogers, 2003), they do not address all the essential steps for adoption to occur. The I-DPTS allows students to achieve competencies necessary to overcome barriers associated with implementing best practices. This strategy was successfully implemented in a senior-level introductory nursing research class. Community representatives identified practice issues that could be addressed by student groups. After conducting a search of the literature, students analyzed the evidence, determined best practice based on the evidence, and developed a policy for implementation in clinical settings. At course end, representatives were invited to attend oral and poster presentations. Use of the I-DPTS better prepares students to implement best practice as they embark on their professional careers.

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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