Improving evidence-based practice education in healthcare courses

A participatory action research multiple-case study

Research output: Book chapter/Published conference paperConference paper

Abstract

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.
Original languageEnglish
Title of host publicationProceedings of the Fifth International Conference on Higher Education Advances
PublisherUniversitat Politecnica de Valencia
Pages605-614
Number of pages10
Publication statusPublished - 2019
Event5th International Conference on Higher Education Advances: HEAd'19 - Universitat Politècnica de València, Valencia, Spain
Duration: 25 Jun 201928 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

Conference5th International Conference on Higher Education Advances
CountrySpain
CityValencia
Period25/06/1928/06/19
Internet address

Fingerprint

action research
bachelor
evidence
education
lack
workplace
occupational therapy
curriculum
research process
research approach
learning
nursing
university
communication
Teaching
health
experience

Cite this

Murphy, K., Parnell, T., Pope, R., Hughes, C., Biles, J., Bramble, M., ... Plowman, E. (2019). Improving evidence-based practice education in healthcare courses: A participatory action research multiple-case study. In Proceedings of the Fifth International Conference on Higher Education Advances (pp. 605-614). Universitat Politecnica de Valencia.
@inproceedings{62bf489addb648cc810b3fad9aa321c5,
title = "Improving evidence-based practice education in healthcare courses: A participatory action research multiple-case study",
abstract = "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.",
author = "Kylie Murphy and Tracey Parnell and Rodney Pope and Clarissa Hughes and Jessica Biles and Marguerite Bramble and Simone O'Connor and Michael Curtin and Lisa Speedie and Evan Plowman",
year = "2019",
language = "English",
pages = "605--614",
booktitle = "Proceedings of the Fifth International Conference on Higher Education Advances",
publisher = "Universitat Politecnica de Valencia",
address = "Spain",

}

Murphy, K, Parnell, T, Pope, R, Hughes, C, Biles, J, Bramble, M, O'Connor, S, Curtin, M, Speedie, L & Plowman, E 2019, Improving evidence-based practice education in healthcare courses: A participatory action research multiple-case study. in Proceedings of the Fifth International Conference on Higher Education Advances. Universitat Politecnica de Valencia, pp. 605-614, 5th International Conference on Higher Education Advances, Valencia, Spain, 25/06/19.

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 paperConference 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

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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

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BT - Proceedings of the Fifth International Conference on Higher Education Advances

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Murphy K, Parnell T, Pope R, Hughes C, Biles J, Bramble M et al. Improving evidence-based practice education in healthcare courses: A participatory action research multiple-case study. In Proceedings of the Fifth International Conference on Higher Education Advances. Universitat Politecnica de Valencia. 2019. p. 605-614