Research III: Evidence Based Nursing

Scholar Year: 2019/2020

Courses

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes ,83 ,33 Lectures Type Teacher Classes Hours Theoretical Totals 1 0,83 Práticas-Laboratórios Totals 4 1,32

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

In a global way, students are expected to develop knowledge and skills for the research, selection and analysis of scientific evidence, allowing them to respond to an identified problem of clinical practice in order to increase in and disseminate in a practice based on the scientific research.
Learning outcomes:
- Describes the principles of evidence-based practice
- Describes the steps for researching scientific evidence
- Performs effective bibliographic research using primary and / or secondary sources
- Know the principles of critical evaluation of evidence
- Know what are Clinical Guidelines and your goals.

Syllabus

Evidence Based Practice Introduction
Evidence-based Practice concept
EBP importance in nursing practice
Methodology of EBP
Clinical Issues Formulation
Types of studies: primary studies - RCT, case-control, cohort, case series, qualitative studies. Secondary Studies - Systematic reviews
Hierarchy of the Evidence
Critical evaluation of evidence - Tools for analysis of the quality of the studies
Evidence Search
Access to databases.
Clinical Guidelines
Implementation of an Evidence Based Practice

Demonstration of the syllabus coherence with the UC intended learning outcomes

Demonstration of the syllabus coherence with the curricular unit's learning objectives.
The contents are consistent with the Unit objectives, they give contributions to enable students to
understand what is the evidence-based practice, its importance and how to apply it in practice. Through the teaching program students develop research and selection skills and analysis of the best scientific evidence.

Teaching methodologies

Expositive and participatory method. Theoretical classes where the syllabus contents will be taught, articulating with practical classes where the students will mobilize not only the acquired knowledge, but also will have orientation for elaboration of Systematic Review of Literature.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The Unit main objective is that students know what is the evidence-based practice and acquire skills for apply. In this way, in the theoretical classes are taught theoretical contents that later in the practical classes are mobilized with the elaboration of the Systematic Review of Literature.
The division of the class into groups, and each with a tutor, allows a more direct orientation which is a facilitator of student learning.
The evaluation methodology allows the student to apply all the contents taught. From a problem (which most of the time arises in the clinical contexts) the student elaborates the research question, does the research, the selection and critical analysis of the results found, following a methodology of his own. This work will also be presented orally allowing him to develop his competence of synthesis, oral expression and argumentative practices.

Assessment methodologies and evidences

The preparation of a Systematic Review of Literature is an element of evaluation.
The evaluation will be carried out by two moments:
1st semester
- Group work: preparation of a Systematic Review of Literature (70% weighting).
Deadline for the submission: 25/01/2019
The topics for the elaboration of the RSL will be proposed by the pedagogical team and the same should follow protocol taught.
2nd semester
- Oral presentation of the work elaborated (30% weighting) on April 2019.

Attendance system

Only the practical lectures are subject to faults regime

Bibliografia

Aromataris E, Munn Z (Editors). Joanna Briggs Institute Reviewer's Manual. The Joanna Briggs Institute, 2017.
Available from https://reviewersmanual.joannabriggs.org/

Craig J.V.; Smyth, R.L. (2002). Prática Baseada na Evidência – Manual para Enfermeiros. Loures: Lusociência. ISBN 972-8383-61-4.

Fortin, M.F. (2009). Fundamentos e etapas do processo de investigação. Loures: Lusodidacta. ISBN 978-9898075-18-5.

Joanna Briggs Institute (2015). Systematic Review Resource Package. The Joanna Briggs Institute Method for Systematic Review Research Quick Reference Guide. Version 4.0. The Joanna Briggs Institute: Adelaide.

Joanna Briggs Institute (2015). CAN-SYNTHESIZE is a quick reference resource to guide the use of the Joanna Briggs Institute methodology of synthesis. Version 4.0. The Joanna Briggs Institute: Adelaide.

Melnyk, B.M.; Fineout-Overholt, E. (2011). Evidence-Based Practice in Nursing & Healthcare. A Guide to Best Practice. Second edition. Philadelphia: Wolters Kluwer Health. ISBN 978-1-60547-778-7.

Roque, A. et al. (2007). Manual de Elaboração. Disseminação e Implementação de Normas de Orientação Clínica. Lisboa: Centro de Estudos de Medicina Baseada na Evidência.