Experiences of nursing students of evidence-based practice education according to roger's diffusion of innovation model: a directed content analysis
Abstract:
Introduction
Evidence based practice (EBP) education is essential in promoting of clinical care, but an effective educational strategy for teaching EBP in nursing faculties is not available. The aim of this study was to explore the experiences of nursing students of EBP Education according to Rogers’ Diffusion of Innovation Model.
Methods
This qualitative study was carried out using a directed content analysis method and purposeful sampling. Data were collected until saturation by fourteen semi-structured face-toface individual interviews and two focus group discussions with nursing students from two nursing faculties in Tehran, Iran. Rogers’ Model was used in this study.
Results
Data were classified into five themes and 11 categories according to the Rogers’s Model. Themes and main categories were knowledge (educational enrichment, new strategy for education), persuasion (internalization of education, improvement of motivation), decision (acceptance, use in the future), implementation (objectivity, consolidation of learning) and confirmation (learning and teaching, achieving a goal, selfconfidence).
Conclusions
EBP Education, based on the teaching strategy of Rogers’s Model, leads to an improved EBP learning. All the necessary steps for a better education of it are included in this educational approach which can be used to teach any new subject like EBP.
Language:
English
Published:
Journal of Advances in Medical Education & Professionalism, Volume:5 Issue: 4, Oct 2017
Pages:
203 to 208
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