Camilla Marie Larsen|Anne Seneca Terkelsen|Anne-Marie Fiala Carlsen|Hanne Kaae Kristensen
Methods for teaching evidence-based practice: a scoping review
University College Lillebaelt|University College Lillebaelt|University College Lillebaelt|University College Lillebaelt
scoping review aims gather map inspiration ideas recommendations teaching evidencebased practice across professional bachelor degree healthcare programmes mapping literature describing evidencebased practice teaching methods undergraduate healthcare students including steps suggested sicily statementa computerassisted literature search using pubmed cinahl psycinfo opengrey covering health education grey literature performed literature published 2010 excluded students attending either professional bachelors degree bachelors degree programme fulltext articles screened pairs reviewers data extracted regarding study characteristics key methods teaching evidencebased practice study characteristics described narratively thematic analysis identified key methods teaching evidencebased practice fulltext revisions identified use sicily statements five steps contextthe database search identified 2220 records one hundred ninetytwo records eligible fulltext assessment 81 studies included studies conducted 2010 2018 approximately half studies undertaken usa study designs primarily qualitative participants mainly nursing students seven key methods teaching evidencebased practice identified research courses workshops collaboration clinical practice technology key methods frequently identified journal clubs embedded librarians referred least majority methods included 24 sicily statements five steps methods referred five stepsthis scoping review provided extensive overview literature describing methods teaching ebp regarding undergraduate healthcare students two key methods research courses workshops collaboration clinical practice advantageous methods teaching undergraduate healthcare students evidencebased practice incorporating many sicily statements five steps unlike research courses workshop methods last step evaluation carried partly entirely clinical context journal clubs embedded librarians investigated methods reinforce existing methods teaching future research focus methods teaching ebp incorporate many five steps teaching conducting ebp possible