Teaching Evidence-Based Practice in the Hospital and the Library

Two Different Groups, One Course

Lindsay Blake, Darra Rhynn Ballance

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Key roles in teaching evidence-based practice (EBP) are of interest to many hospital and academic librarians. This article describes how three academic librarians, in collaboration with the academic medical center's EBP Nursing Council, developed a seminar consisting of three credit hours of instruction in the basics of evidence-based practice. The seminar consists of three core elements: basic principles of EBP and finding literature, clinical experience and integration of knowledge into the hospital setting, and patient education and participation. Emphasis is placed upon analysis of the literature, institutional models of practice change, and the importance of patient roles in guideline development.

Original languageEnglish (US)
Pages (from-to)100-110
Number of pages11
JournalMedical Reference Services Quarterly
Volume32
Issue number1
DOIs
StatePublished - Jan 1 2013

Fingerprint

Hospital Libraries
Evidence-Based Practice
Teaching
Librarians
evidence
Group
Evidence-Based Nursing
Institutional Practice
librarian
Patient Participation
Patient Education
Guidelines
credit
nursing
instruction
participation
knowledge
education
experience

Keywords

  • Continuing education
  • curriculum design
  • evidence-based practice
  • hospitals
  • medical librarians
  • nursing practice

ASJC Scopus subject areas

  • Health Informatics
  • Library and Information Sciences

Cite this

Teaching Evidence-Based Practice in the Hospital and the Library : Two Different Groups, One Course. / Blake, Lindsay; Ballance, Darra Rhynn.

In: Medical Reference Services Quarterly, Vol. 32, No. 1, 01.01.2013, p. 100-110.

Research output: Contribution to journalArticle

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