Implementation science in nursing education research: An exemplar.

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Date

2022-12

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Abstract

Introduction

Using evidence-based teaching approaches can improve nursing students' learning. However, variation in how - or if - these approaches are implemented by faculty and nursing educators is prevalent. A thorough, applied understanding of how evidence-based teaching approaches can best be implemented in the educational setting is lacking.

Objectives

The purpose of this project was to use an implementation science framework to implement and evaluate the quality of a doctor of nursing practice (DNP) course before and after implementing evidence-based revisions to course delivery and composition.

Design

A pre/post design was used to evaluate course outcomes following implementation of evidence-based teaching approaches.

Setting

A small, private university in the southeastern United States.

Participants

Students who enrolled in a DNP healthcare quality improvement course.

Methods

An implementation science framework for integrating evidence-based teaching approaches was used to guide this project. Revisions were made to a DNP course, with evidence-based teaching approaches implemented using strategies including a dedicated course facilitator, faculty education, interactive assistance to course faculty, and detailed rubrics to ensure consistency in grading between sections. Outcomes included course evaluation scores, qualitative student comments, and student engagement measured via the average number of discussion board posts authored and read.

Results

After using the implementation science framework to translate evidence-based teaching approaches, there was a statistically significant improvement in three course evaluation questions and the overall course mean. Qualitative comments showed that students found the revisions beneficial to their learning. There was no change in student engagement.

Conclusions

Using a structured implementation science framework and plan to translate and evaluate evidence-based teaching approaches resulted in significant improvements in course outcomes. Nurse educators should consider using an implementation framework to guide course revisions.

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Citation

Published Version (Please cite this version)

10.1016/j.nedt.2022.105580

Publication Info

Reynolds, Staci S, Bradi B Granger and Marilyn H Oermann (2022). Implementation science in nursing education research: An exemplar. Nurse education today, 119. p. 105580. 10.1016/j.nedt.2022.105580 Retrieved from https://hdl.handle.net/10161/26416.

This is constructed from limited available data and may be imprecise. To cite this article, please review & use the official citation provided by the journal.

Scholars@Duke

Reynolds

Staci Reynolds

Clinical Professor in the School of Nursing

Dr. Staci Reynolds is a Clinical Professor at Duke University School of Nursing (DUSON). At DUSON, Dr. Reynolds primarily teaches in the DNP program. Previously, she clinically served as a Clinical Nurse Specialist (CNS) at Duke University Hospital within the neuroscience inpatient units and Infection Prevention and Hospital Epidemiology department. In January 2023, Dr. Reynolds was appointed the Editor-in-Chief of the Journal of Nursing Care Quality.  Before coming to DUSON, she was a neurocritical care nurse and a neuroscience CNS at Indiana University Health Methodist Hospital.

Dr. Reynolds received a baccalaureate degree in nursing science from Indiana University (IU) School of Nursing in Indianapolis, Indiana.  She earned a Master’s degree as a Clinical Nurse Specialist at IU in 2011, and completed her PhD at IU in May 2016.  Dr. Reynolds’ current scholarship interests include evidence-based practice implementation and evaluation, and she is an expert in quality improvement.

Granger

Bradi Bartrug Granger

Research Professor in the School of Nursing

Dr. Bradi Granger is a Research Professor at Duke University School of Nursing, Director of the Duke Heart Center Nursing Research Program, and adjunct faculty at the University of Gothenburg, Sweden. She is also a core faculty at the Duke-Margolis Center for Health Policy. Dr. Granger received her doctorate in nursing from the University of North Carolina at Chapel Hill, her MSN from Duke University, and her BSN from the University of Tennessee at Knoxville.

Dr. Granger has extensive clinical experience in cardiovascular nursing, and her clinical work as a Clinical Nurse Specialist has been dedicated to overcoming barriers to the use and conduct of research in the service setting through the development of pragmatic tools that change the way nurses learn about, apply, and conduct nursing science. She has developed an innovative model for clinical inquiry and research in the hospital setting, which has been adopted in clinical settings across the U.S. and abroad. Dr. Granger is an active member of the Council for the Advancement of Nursing Science, the American Association of Critical Care Nurses, the American Heart Association, and the European Society for Patient Adherence, Compliance, and Persistence. 

Oermann

Marilyn Haag Oermann

Thelma M. Ingles Distinguished Professor of Nursing in the School of Nursing

Marilyn H. Oermann, PhD, RN, ANEF, FAAN is Thelma M. Ingles Professor of Nursing at Duke University School of Nursing. Dr. Oermann’s scholarship focuses on nursing education, with an emphasis on studies of the nursing literature. Her current research is on predatory publishing in nursing. Dr. Oermann is the author or co-author of 35 books (many of which have won national awards), more than 225 articles in peer-reviewed journals, and a wide variety of other publications. Her current books include Evaluation and Testing in Nursing Education (7th ed., 2025), Writing for Publication in Nursing (5th ed., 2024), Clinical Teaching Strategies in Nursing (6th ed., 2023), Teaching in Nursing and Role of the Educator: The Complete Guide to Best Practice in Teaching, Evaluation, and Curriculum Development (4th ed., 2026), and A Systematic Approach to Evaluation of Nursing Programs (2023). In addition, she edited 6 volumes of the Annual Review of Nursing Education. Dr. Oermann is the Editor-in-Chief of Nurse Educator. She is past editor of the Journal of Nursing Care Quality and Nurse Author & Editor. She lectures widely on writing for publication and nursing education topics.

Dr. Oermann is a member of the American Academy of Nursing and National League for Nursing (NLN) Academy of Nursing Education. She received the NLN Award for Excellence in Nursing Education Research, the Sigma Theta Tau International Elizabeth Russell Belford Award for Excellence in Education, the American Association of Colleges of Nursing Scholarship of Teaching and Learning Excellence Award, the Margaret Comerford Freda Award for Editorial Leadership in Nursing from the International Academy of Nursing Editors, and the NLN President's Award.

In 2023, the National League for Nursing named a new award in her honor: the NLN Marilyn H. Oermann Award for Distinguished Research in Nursing Education, to recognize an individual or team that has generated an evidentiary base for the science of nursing education.



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