ABSTRACT
By 2020, most clinical decisions should be supported by best evidence. Therefore, nurses need institutional support and education about evidence-based practice (EBP) and research. The aim of this study was to describe nurses' self-assessed knowledge of EBP and research. Findings revealed nurses' knowledge of EBP and research ranged from no knowledge to high knowledge with opportunities for education. Providing for the use of best evidence is a dynamic process involving clinicians, educators, and administrators.
Subject(s)
Evidence-Based Practice/methods , Health Knowledge, Attitudes, Practice , Health Services Research , Nurses/statistics & numerical data , Self-Assessment , Attitude of Health Personnel , Humans , Surveys and QuestionnairesABSTRACT
BACKGROUND: Online and distance education is becoming increasingly common in higher education. As students explore graduate programs, they are often overwhelmed with the variety of program delivery options available. For graduate students pursuing a Doctor of Philosophy (PhD), a particular concern relates to building a community of scholars and how to do so through an online and distance learning program. METHOD: Through a review of literature and personal stories, this article will highlight innovative strategies utilized by a cohort of PhD students related to online and distance learning and developing a community of scholars. RESULTS: PhD students developed a community of scholars using innovative strategies to communicate and collaborate. CONCLUSION: Building a community of scholars is possible through online and distance education using simple forms of technology to connect and collaborate.
