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A call to action: Shared tertiary pedagogical frameworks for health care students to develop evidence-based knowledge and skills

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Udgivet i:Nurse Education in Practice vol. 85 (May 2025), p. 104369
Hovedforfatter: Montayre, Jed
Andre forfattere: Cardoso, Ana Filipa, Bjerrum, Merete, Wu, Yanni, Lizarondo, Lucylynn, Lockwood, Craig
Udgivet:
Elsevier Limited
Fag:
Organization for Economic Cooperation & Development
Students
Health status
Core competencies
Core curriculum
Teachers
Medical education
Evidence-based medicine
Graduate studies
Medicine
Conceptual models
Teaching
Knowledge
Decision making
Frame analysis
Professionals
Curricula
Pedagogy
Clinical medicine
Workforce
Health promotion
Medical personnel
Retrieval
Integrated care
Nursing
Competence
Colleges & universities
Professions
Skills
Clinical outcomes
Professional training
Evidence-based nursing
Education policy
Interdisciplinary aspects
Educational inequality
Models
Learning environment
Student participation
Health education
Nurses
Health services
Education
Teaching methods
Work skills
Curriculum Development
Health Personnel
Program Development
Student Evaluation
Evidence Based Practice
Decision Making Skills
Professional Education
Educational Strategies
Undergraduate Study
Minimum Competency Testing
Undergraduate Students
Program Implementation
School Policy
Outcomes of Education
Definitions
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Resumen:Aim To describe and discuss mechanisms for integration of evidence-based healthcare (EBHC) skills within nursing curricula informed by a conceptual model and the Sicily Statement. Background The integration of evidence-based health care (EBHC) skills into health care education varies significantly across nursing programs. While common educational goals exist, educational disparities persist. The 2005 Sicily statement outlines foundational competencies for EBHC: formulating clinical questions, systematic evidence retrieval, critical appraisal and application of findings. Despite these competencies, EBHC is often viewed as peripheral in both undergraduate and postgraduate education. Methods We compared congruency between a conceptual model for EBHC against the Sicily statement. Results We emphasize the need for a unified approach to teaching EBHC, highlighting the JBI Model of EBHC as a comprehensive framework that aligns with the Sicily statement. The JBI Model encompasses evidence generation, synthesis, transfer and implementation, providing a structured method for embedding EBHC into health care curricula. By promoting a transdisciplinary pedagogical approach, the JBI Model seeks to enhance student engagement and competency in the EBHC skills and knowledge crucial for developing health care professionals equipped to adapt to evolving evidence and practice needs. Conclusions The authors call for an international methodology group to foster the adoption and evaluation of the JBI Model in diverse educational contexts, ultimately aiming to cultivate a workforce that is proficient in applying the best available evidence in clinical settings. The integration of EBHC into educational frameworks is positioned as essential for improving health care outcomes and promoting evidence-informed practice globally.
ISSN:1471-5953
1873-5223
DOI:10.1016/j.nepr.2025.104369
Fuente:Sociology Database