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

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書誌詳細
出版年:	Nurse Education in Practice vol. 85 (May 2025), p. 104369
第一著者:	Montayre, Jed
その他の著者:	Cardoso, Ana Filipa, Bjerrum, Merete, Wu, Yanni, Lizarondo, Lucylynn, Lockwood, Craig
出版事項:	Elsevier Limited
主題:	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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その他の書誌記述
抄録:	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
ソース:	Sociology Database