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Use of the innovation-decision process teaching strategy to promote evidence-based practice.
J Prof Nurs. 2007 May-Jun; 23(3):150-6.JP

Abstract

The purpose of this article is to describe the innovation-decision process teaching strategy (I-DPTS) based on the model of diffusion of innovations [Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press]. A goal of baccalaureate nursing education is to develop competencies required for evidence-based practice. Such practice merges clinician expertise, patient preferences, and critical evaluation of the literature to improve patient outcomes and reduce health care costs [Melnyk, B. M. (2005). A primer on evidence-based practice. Paper presented at the Purdue School of Nursing Seventh Annual Helen R. Johnson Leadership Conference, West Lafayette, IN]. Several strategies to promote evidence-based practice have appeared in the literature. However, when they are examined in light of the innovation-decision process (Rogers, 2003), they do not address all the essential steps for adoption to occur. The I-DPTS allows students to achieve competencies necessary to overcome barriers associated with implementing best practices. This strategy was successfully implemented in a senior-level introductory nursing research class. Community representatives identified practice issues that could be addressed by student groups. After conducting a search of the literature, students analyzed the evidence, determined best practice based on the evidence, and developed a policy for implementation in clinical settings. At course end, representatives were invited to attend oral and poster presentations. Use of the I-DPTS better prepares students to implement best practice as they embark on their professional careers.

Links

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Authors+Show Affiliations

Schmidt NA
College of Nursing, Valparaiso University, Valparaiso, IN 46383, USA. nola.schmidt@valpo.edu
Brown JM
No affiliation info available

MeSH

Attitude of Health PersonnelBenchmarkingDecision MakingDiffusion of InnovationEducation, Nursing, BaccalaureateEvidence-Based MedicineFaculty, NursingHealth Knowledge, Attitudes, PracticeHumansInformation Storage and RetrievalModels, EducationalModels, PsychologicalNursing Education ResearchNursing InformaticsNursing Methodology ResearchNursing ResearchOrganizational ObjectivesPhilosophy, NursingProfessional CompetenceProgram DevelopmentProgram EvaluationReview Literature as TopicStudents, NursingTeachingThinking

Pub Type(s)

Evaluation Study
Journal Article

Language

eng

PubMed ID

17540318

Citation

Schmidt, Nola A., and Janet M. Brown. "Use of the Innovation-decision Process Teaching Strategy to Promote Evidence-based Practice." Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing, vol. 23, no. 3, 2007, pp. 150-6.
Schmidt NA, Brown JM. Use of the innovation-decision process teaching strategy to promote evidence-based practice. J Prof Nurs. 2007;23(3):150-6.
Schmidt, N. A., & Brown, J. M. (2007). Use of the innovation-decision process teaching strategy to promote evidence-based practice. Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing, 23(3), 150-6.
Schmidt NA, Brown JM. Use of the Innovation-decision Process Teaching Strategy to Promote Evidence-based Practice. J Prof Nurs. 2007 May-Jun;23(3):150-6. PubMed PMID: 17540318.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Use of the innovation-decision process teaching strategy to promote evidence-based practice. AU - Schmidt,Nola A, AU - Brown,Janet M, PY - 2005/09/26/received PY - 2007/6/2/pubmed PY - 2007/8/2/medline PY - 2007/6/2/entrez SP - 150 EP - 6 JF - Journal of professional nursing : official journal of the American Association of Colleges of Nursing JO - J Prof Nurs VL - 23 IS - 3 N2 - The purpose of this article is to describe the innovation-decision process teaching strategy (I-DPTS) based on the model of diffusion of innovations [Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press]. A goal of baccalaureate nursing education is to develop competencies required for evidence-based practice. Such practice merges clinician expertise, patient preferences, and critical evaluation of the literature to improve patient outcomes and reduce health care costs [Melnyk, B. M. (2005). A primer on evidence-based practice. Paper presented at the Purdue School of Nursing Seventh Annual Helen R. Johnson Leadership Conference, West Lafayette, IN]. Several strategies to promote evidence-based practice have appeared in the literature. However, when they are examined in light of the innovation-decision process (Rogers, 2003), they do not address all the essential steps for adoption to occur. The I-DPTS allows students to achieve competencies necessary to overcome barriers associated with implementing best practices. This strategy was successfully implemented in a senior-level introductory nursing research class. Community representatives identified practice issues that could be addressed by student groups. After conducting a search of the literature, students analyzed the evidence, determined best practice based on the evidence, and developed a policy for implementation in clinical settings. At course end, representatives were invited to attend oral and poster presentations. Use of the I-DPTS better prepares students to implement best practice as they embark on their professional careers. SN - 8755-7223 UR - https://www.unboundmedicine.com/medline/citation/17540318/Use_of_the_innovation_decision_process_teaching_strategy_to_promote_evidence_based_practice_ L2 - https://linkinghub.elsevier.com/retrieve/pii/S8755-7223(07)00026-9 DB - PRIME DP - Unbound Medicine ER -