Part II. Empowering Grassroots Evidence-Based Practice: A Curricular Model to Foster Undergraduate Student-Enabled Practice Change
This article presents evidence collected over the past 15 years that attests to the success of curricular innovations conducted to foster socially meaningful contact between nursing students and practicing nurses as a means to promote evidence-based practice (EBP). Action research data collected as these pedagogical strategies have evolved suggest that such student-staff partnerships offer promise not only to encourage commitment to EBP among nursing students but also to surmount most of the barriers that prevent the widespread diffusion of EBP among practicing nurses in clinical settings. Based upon our successful experiences with student-staff interactions, we propose a curricular model—the Student-Enabled Practice Change model–that suffuses the undergraduate nursing school curriculum with opportunities for nursing students to form meaningful partnerships with practicing nurses. The Student-Enabled Practice Change Curricular Model relocates the power to drive practice change to the grassroots level of students and practicing nurses.
⁎Professor, College of Nursing and Health Science, University of Wisconsin-Eau Claire, Eau Claire, WI 54702-4004
†Associate Professor, Scientific and Technical Writing Program, University of Wisconsin-Eau Claire, Eau Claire, WI 54702-4004
Address correspondence to Dr. Moch: Professor, University of Wisconsin-Eau Claire, College of Nursing and Health Science, 105 Garfield Avenue, Eau Claire, WI.
This is the second part of a three-part series.
This work was funded by a Student-Faculty collaborative research grant from the University of Wisconsin-Eau Claire.
ABSTRACT