RESUMO
Asking a well-defined clinical question has revealed itself as a learned skill. Asking a "good" question is not an innate response to a clinical problem or clinical case but a task that requires insight, critical thinking, and evaluation, as well as grounding in subject-specific background information. To aid in the proficiency of asking an answerable clinical question, a Web-based tool named Accessing and Assessing the Evidence was developed to tutor students in asking such questions. The tool, consisting of two modules, presents the principles of evidence-based practice question formulation in the first module and permits users to compare their critical opinions of article citations and abstracts to those of their peers and experts in the second module. Initial findings suggest that the Accessing and Assessing the Evidence tool may be a valuable independent learning tool for undergraduate nursing students by providing question structure guidance with practical learning scenarios.
Assuntos
Educação Médica/métodos , Prática Clínica Baseada em Evidências , InternetRESUMO
Stimulating faculty to adopt an innovation of online learning in a registered nurse (RN) completion program was the focus of a faculty retreat seminar to launch a transition to a Web-supported curriculum. This article follows the planning and implementation that initiated curriculum transition to a Web-supported format using Roger's innovation-diffusion framework. Web-supported courses include an online component in combination with face-to-face instruction. The factors that influence innovation adoption, specifically relative advantage, compatibility, complexity, trialability, and observability, framed the discussion of principles. Approaches used to garner faculty involvement in the curriculum transition are discussed, and highlighted are considerations for teaching the utilization of course management software, along with faculty preparation for initiating online learning for the first time.