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Abstract: The dissemination of evidence-based practice (EBP) projects is a teaching strategy for student scholarship in nursing education. Teaching strategies integrate the principles and theory of EBP for person-centered care. In this way, students expand the application to health-related issues by utilizing competencies in problem-solving, critical thinking, research skills, and clinical judgment. Undergraduate nursing students rarely get an opportunity to disseminate their scholarly evidenced-based projects. Purpose: The purpose of this article is to promote teaching strategies for students and faculty to collaborate on and disseminate EBP projects. Methods: Students from an RN-BSN program enrolled in a Community Population Nursing course participated with students from various health professions in a National University Nurse Managed Clinic (NUNMC) interprofessional workshop to collaborate on targeted person-centered projects for underserved communities. Faculty and students interacted in online interprofessional team training workshops that culminated in afinai poster presentation. Five of the projects were accepted for poster presentations at national conferences.
Key Words: Person-Centered Care, Evidenced-Based Practice, Teaching Strategies, Dissemination
INTRODUCTION
The dissemination of evidence-based practice (EBP) projects is a teaching strategy for nursing education. According to Sefton (2019), EBP is a widely used problem-solving approach in the community health clinical setting as it is crucial to delivering interprofessional, collaborative, driven, and personcentered care. Utilizing Interprofessional Collaborative Practice and Education (IPCP/IPE) in community settings to deliver person-centered care has been isolated from practice and curricula, and often lacks relevant content and guidelines for implementation and dissemination (McElfish et al., 2018; Sims, Hewitt, & Harris, 2015). IPCP/IPE integrates clinical expertise with the current research to deliver the best possible care that considers the needs and wants of the patient.
Teaching and clinical practice require collaboration among faculty, students, and healthcare professionals from different backgrounds, skills, and capabilities. Teaching strategies integrate the principles and theory of EBP and are designed to have students expand the application to health-related issues through increased competencies in problem-solving, critical thinking, research skills, and clinical judgment (Van Dyke, Valentine-Maher & Tracy, 2015). Students need to understand what is most important and how the quality of life is defined. All of these components come together to make up the definition of evidence-based healthcare and person-centered care. The overall goal of healthcare is to provide the highest quality, most cost-effective...