Abstract
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Fifth International Conference on Higher Education Advances |
| Publisher | Universitat Politecnica de Valencia |
| Pages | 605-614 |
| Number of pages | 10 |
| Publication status | Published - 2019 |
| Event | 5th International Conference on Higher Education Advances: HEAd'19 - Universitat Politècnica de València, Valencia, Spain Duration: 25 Jun 2019 → 28 Jun 2019 Conference number: 5 http://www.headconf.org/wp-content/uploads/2019/06/HEAd19-program.pdf (conference program) https://www.researchgate.net/profile/Josep_Domenech4/publication/333994899_5th_International_Conference_on_Higher_Education_Advances_HEAd%2719/links/5d11ce76299bf1547c7c7c32/5th-International-Conference-on-Higher-Education-Advances-HEAd19.pdf (conference proceedings) |
Conference
| Conference | 5th International Conference on Higher Education Advances |
|---|---|
| Country | Spain |
| City | Valencia |
| Period | 25/06/19 → 28/06/19 |
| Internet address |
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Improving evidence-based practice education in healthcare courses : A participatory action research multiple-case study. / Murphy, Kylie; Parnell, Tracey; Pope, Rodney; Hughes, Clarissa; Biles, Jessica; Bramble, Marguerite; O'Connor, Simone; Curtin, Michael; Speedie, Lisa; Plowman, Evan.
Proceedings of the Fifth International Conference on Higher Education Advances. Universitat Politecnica de Valencia, 2019. p. 605-614.Research output: Book chapter/Published conference paper › Conference paper
TY - GEN
T1 - Improving evidence-based practice education in healthcare courses
T2 - A participatory action research multiple-case study
AU - Murphy, Kylie
AU - Parnell, Tracey
AU - Pope, Rodney
AU - Hughes, Clarissa
AU - Biles, Jessica
AU - Bramble, Marguerite
AU - O'Connor, Simone
AU - Curtin, Michael
AU - Speedie, Lisa
AU - Plowman, Evan
PY - 2019
Y1 - 2019
N2 - This paper synthesises the results of three participatory action research (PAR) studies undertaken to improve the integration of evidence-based practice (EBP) education in three undergraduate health courses at one Australian university: Bachelor of Nursing, Bachelor of Occupational Therapy, and Bachelor of Physiotherapy. The PAR process with interested academics uncovered a range of EBP education strengths and weaknesses in the three courses. Common themes were evident, which are likely to be applicable in other similar courses. Identified weaknesses included a lack of explicit teaching about the meaning, principles, steps, and importance of EBP, partly stemming from a lack of shared understanding. A relative lack of emphasis on certain EBP steps was also noted, particularly the first step of ‘asking’ questions. A lack of communication with workplace learning (WPL) supervisors about how to facilitate EBP was also noted, raising concerns about variable EBP-education quality across WPL settings. Opportunities for improvement were identified by academics in each course, across multiple subjects and year levels. In our experience, PAR has been a highly constructive approach to EBP curriculum improvement. We encourage consideration of a PAR approach for addressing similarly complex curriculum challenges.
AB - This paper synthesises the results of three participatory action research (PAR) studies undertaken to improve the integration of evidence-based practice (EBP) education in three undergraduate health courses at one Australian university: Bachelor of Nursing, Bachelor of Occupational Therapy, and Bachelor of Physiotherapy. The PAR process with interested academics uncovered a range of EBP education strengths and weaknesses in the three courses. Common themes were evident, which are likely to be applicable in other similar courses. Identified weaknesses included a lack of explicit teaching about the meaning, principles, steps, and importance of EBP, partly stemming from a lack of shared understanding. A relative lack of emphasis on certain EBP steps was also noted, particularly the first step of ‘asking’ questions. A lack of communication with workplace learning (WPL) supervisors about how to facilitate EBP was also noted, raising concerns about variable EBP-education quality across WPL settings. Opportunities for improvement were identified by academics in each course, across multiple subjects and year levels. In our experience, PAR has been a highly constructive approach to EBP curriculum improvement. We encourage consideration of a PAR approach for addressing similarly complex curriculum challenges.
M3 - Conference paper
SP - 605
EP - 614
BT - Proceedings of the Fifth International Conference on Higher Education Advances
PB - Universitat Politecnica de Valencia
ER -