Study Guide

Objective

The student:
-understands that the work of a nurse is evidence-based and commits to it.
-demonstrates ability to plan, implement and evaluate evidence-based nursing safely.
-participates in developing evidence-based practices in his/ her own work.
-demonstrates ability to search information in major databases of health sciences and to read scientific publications critically.
-demonstrates ability to make evidence-based clinical decisions.
-demonstrates ability to exploit scientific data in clinical decision-making.

Content

Evidence-based practice
Role of the nurse in evidence-based practice
Planning, implementation and evaluation of evidence-based nursing
Knowledge provided by nursing science as the basis of nursing care
Identification and critical assessment of used practices, consistent practices
Use of major databases of health sciences
Reading and critical evaluation of scientific publications
Critical thinking
Evidence-based summaries, systematic reviews, evidence-based guidelines
Significance of evaluation of the degree of evidence in clinical decision-making
Implementation of evidence-based activities into clinical practice

Student workload

Theory 11 h
Seminars 10 h
Independent studies 30 h

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

1-2
The student has only a narrow surface understanding of the role of nursing scientific knowledge in decision-making. He/she uses nursing scientific concepts in a limited way, without an understanding of their meaning or connection to the practice of nursing. The students' information searching skills are limited and he/she does not know how to seek information in the most important health science databases. His/her learning assignments are lacking in relation to the instructions, with limited use of sources and considerable errors in the referencing system. The student's work is unplanned and of poor quality. He/ she presents learning assignments in a shallow manner, contributing with little information, without visual aids, reading from the paper. When he/she gives feedback to peers, it becomes apparent that the student has a limited understanding of the concept of peer feedback, and his/her questions are comments rather than questions. The student is passive in seminars, with little or no contribution.

Assessment criteria, good (3)

3-4
The student understands the role of nursing scientific knowledge and uses contemporary nursing scientific sources in decision-making. He/she uses nursing scientific concepts and understand their meaning to the practice of nursing. The student knows how to search information in the most important health science databases. The student follows instructions given on learning assignments and, when writing references, observes the Seinäjoki UAS guidelines on written assignments. The student works in a deliberate, mostly self-directed manner and in a responsible, planned way. The student prepares for and uses visual aids in presentations of learning assignments. The student prepares for and provides peer feedback in a constructive way. The student actively takes part in seminar discussions.

Assessment criteria, excellent (5)

5
The students demonstrates interest in and understands the role of nursing scientific knowledge and applies contemporary nursing scientific sources in decision-making. The student uses nursing scientific concepts extensively, analytically and critically. The student knows how to search information in the most important health science databases. The student applies the information extensively and critically. He/she follows instructions given on learning assignments and, when writing references, observes the Seinäjoki UAS guidelines on written assignments. The student works in a deliberate, self-directed, responsible and planned manner. He/she carefully prepares for presentations of learning assignments, uses visual aids and distictive and creative solutions. The student prepares for and provides peer feedback in a critical way, suggesting new perspectives to the topic. The student actively takes part in seminar discussions and widens the perspective on the concept under discussion.

Assessment criteria, approved/failed

Failed = 0
The student demonstrates no understanding of the role of nursing scientific knowledge in decision-making. He/she does not know nursing scientific concepts, their meaning or connection to the practice of nursing. The student does not know how to search information in the most important health science databases. His/her learning assignments are lacking in relation to the instructions, with major errors in the referencing system. The students' work is unplanned and of poor quality. His/her presentation on learning assignments is inadequate or he/she fails to give the presentations.When he/she gives feedback to peers, it becomes apparent that the student has a limited understanding of the concept of peer feedback, or the student completely fails to give feedback. The student is passive in seminars, with little or no contribution.

Qualifications

No prerequisites