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Article
Navigating Evidence-Based Practice Projects: The Faculty Role
Nursing Education Perspectives
  • Susan D. Moch, University of Wisconsin-Eau Claire
  • Lisa Quinn-Lee, University of Wisconsin-Eau Claire
  • Cara Gallegos, Boise State University
  • Charlotte K. Sortedahl, University of Wisconsin-Eau Claire
Document Type
Article
Publication Date
3-1-2015
Disciplines
Abstract
An innovative way to facilitate evidence-based practice (EBP) learning and to get evidence into practice is through academic-clinical agency projects involving faculty, undergraduate students, and agency staff. The central role of the faculty is key to successful academic-clinical agency partnerships. Faculty navigate the often difficult process of focusing students and engaging busy staff through initiating, maintaining, and evaluating projects. Students learn valuable EBP skills, staff become engaged in EB, and the projects are rated highly by agency administrators.
Citation Information
Susan D. Moch, Lisa Quinn-Lee, Cara Gallegos and Charlotte K. Sortedahl. "Navigating Evidence-Based Practice Projects: The Faculty Role" Nursing Education Perspectives (2015)
Available at: http://works.bepress.com/cara_gallegos/10/