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Article

Participation of Nursing Students in Evidence-Based Practice Projects: Results of Two Focus Groups

by
Cristina Lavareda Baixinho
1,2,*,
Óscar Ramos Ferreira
1,
Marcelo Medeiros
3 and
Ellen Synthia Fernandes de Oliveira
4
1
Nursing School of Lisbon, Nursing Research, Innovation and Development Centre of Lisbon (CIDNUR), 1900-160 Lisbon, Portugal
2
Center for Innovative Care and Health Technology (ciTechCare), Polytechnic of Leiria, 2411-901 Leiria, Portugal
3
Nursing School, Federal University of Goiás, Goiânia 74690-900, Brazil
4
The Graduate Program in Collective Health, Federal University of Goiás, Goiânia 74690-900, Brazil
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2022, 19(11), 6784; https://doi.org/10.3390/ijerph19116784
Submission received: 21 April 2022 / Revised: 30 May 2022 / Accepted: 31 May 2022 / Published: 1 June 2022
(This article belongs to the Collection Nursing Research)
Review Reports Versions Notes

Abstract

The development of true evidence-based practice requires that practitioners have the knowledge and skills to research, analyze, and use evidence. These skills must be acquired in pre-graduate training. The objective of the present study was to analyze the contributions of students’ participation in knowledge translation projects to clinical practice for evidence-based learning. This was a qualitative, descriptive, and exploratory study that used focus groups. Scripted interviews were administered. The design of the study included five phases and took place in the partnering institutions of the Safety Transition Project, involving fifteen participants. The study was authorized by the Research Ethics Committee. The data were analyzed following the steps encoding the categories, storage and recovery, and (3) interpretation and using computer software (WebQDA®, Ludomédia, Aveiro, Portugal). Four categories were identified: learning evidence; communicating science; evidence-based practice; and developing skills. The successful implementation of evidence-based practice education resulted in students who understand its importance and use it competently. Further research should explore the skills developed by nurses involved in similar projects and their contribution to an EBP culture.
Keywords: evidence; knowledge translation; learning; nursing; students evidence; knowledge translation; learning; nursing; students

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MDPI and ACS Style

Baixinho, C.L.; Ferreira, Ó.R.; Medeiros, M.; de Oliveira, E.S.F. Participation of Nursing Students in Evidence-Based Practice Projects: Results of Two Focus Groups. Int. J. Environ. Res. Public Health 2022, 19, 6784. https://doi.org/10.3390/ijerph19116784

AMA Style

Baixinho CL, Ferreira ÓR, Medeiros M, de Oliveira ESF. Participation of Nursing Students in Evidence-Based Practice Projects: Results of Two Focus Groups. International Journal of Environmental Research and Public Health. 2022; 19(11):6784. https://doi.org/10.3390/ijerph19116784

Chicago/Turabian Style

Baixinho, Cristina Lavareda, Óscar Ramos Ferreira, Marcelo Medeiros, and Ellen Synthia Fernandes de Oliveira. 2022. "Participation of Nursing Students in Evidence-Based Practice Projects: Results of Two Focus Groups" International Journal of Environmental Research and Public Health 19, no. 11: 6784. https://doi.org/10.3390/ijerph19116784

APA Style

Baixinho, C. L., Ferreira, Ó. R., Medeiros, M., & de Oliveira, E. S. F. (2022). Participation of Nursing Students in Evidence-Based Practice Projects: Results of Two Focus Groups. International Journal of Environmental Research and Public Health, 19(11), 6784. https://doi.org/10.3390/ijerph19116784

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