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Integrating Evidence-Informed

Decision Making in the

School of Nursing, McMaster

University

Bergen, Norway

June 17, 2015

Jennifer Yost RN, PhD

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School of Nursing

Within the Faculty of Health Sciences

Undergraduate and graduate programs

Undergraduate program

– Collaborative program across three different sites

– ~ 1300 students

– Three streams (BScN, Accelerated, RPN-BScN)

Graduate program

– MSc in nursing; course-based, thesis, and nurse

practitioner

– PhD in nursing

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Evidence-Informed

Decision Making (EIDM) (McKibbon et al., 2010)

EIDM

EIP, EIHC

EBP, EBHC

EBM, EBNEvidence-Based Medicine (EBM),

Evidence-Based Nursing (EBN)

Evidence-Based Practice (EBP)

Evidence-Based Health Care (EHBC

Evidence-Informed Practice (EIP)

Evidence-Based Health Care (EIHC)

Evidence-Informed Decision Making (EIDM)

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Clinical state,

setting, and

circumstances

Patient

preferences

and actions

Research

evidence

Health care

resources

Clinical Expertise

Clinical Expertise

What we teach

Framework for EIDM (DiCenso, Guyatt, & Ciliska, 2005)

Clearly define the

question or problem

Efficiently

search for

research

evidence

Critically &

efficiently

appraise

research

sources

Interpret/form practice

recommendations

informed by the evidence

Adapt the

information

to a local context

Decide if &

how to

implement

the adapted

evidence

into

practice

Evaluate the

effectiveness of

implementation

strategies

Steps to EIDM (NCCMT, 2014)

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How did we teach EIDM?

Some EIDM taught in Year 1

Required course

– 3C04: Introduction to Research Methods and Critical

Appraisal

– Taken in the 3rd year (or stream equivalent)

EIDM EIDM

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Year 1 & EIDM

Year 1, 1st term

– Library orientation

– Information literacy [evaluation component]

Developing learning questions (background, foreground/clinical)

Evaluation of resources

Year 1, 2nd term

– Foreground/clinical questions [in-class]

Quantitative (PICO)

Qualitative (PS)

– Information Literacy [evaluation component]

Evaluation of resources

Year 3, Required Course & EIDM

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EIDM Integration

EIDM is now integrated through all levels of the

curriculum

i.e. traditional 4 year student

EIDM EIDM EIDM EIDM

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EIDM Integration - Why?

Opportunity for change

– BScN curriculum was being revised

Resources

– Development of teaching-learning strategies

Student feedback

– “Why didn’t we learn about EBP sooner”

Expected competency

– Regulatory body (College of Nurses of Ontario)

– Clinical agencies

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EIDM Integration – How?

Step 1:

Faculty members with expertise in EIDM met to

discuss the “leveling” of the integration of EIDM

throughout the curriculum

Leveling of EIDM Outcomes

Level 1 Level 2 Level 3 Level 4

• EIDM

Framework

• EIDM Steps

• Clinical

Questions

(PICO/PECO/

PS)

• Quantitative

vs Qualitative

paradigms

• 6S Pyramid/

• Searching

• Appraisal:

Practice

Guidelines

• Searching

• Research

designs

• Appraisal:

Intervention

Studies

• Appraisal:

Qualitative

Studies

• Appraisal:

Intervention

Studies

• Appraisal:

Systematic

Reviews

• Appraisal:

Studies about

Prognosis &

Causation/

Harm

• Appraisal:

Practice

Guidelines

• Knowledge

Translation

• Reinforcement

of Appraisal

Skills

• Knowledge

Translation

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EIDM Integration – How?

Step 2:

Faculty member appointed to oversee the

integration of EIDM.

Step 3:

Faculty member then requests current course

materials

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EIDM Integration – How?

Step 4:

Faculty member reviews the current PBL/PBL

course material to identify recommendations for

how to integrate EIDM into the course materials.

This includes:

– Revision of existing course activities and/or

evaluation measures

– “New” course activities and/or evaluation measures

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EIDM Integration – How?

Step 5:

Faculty member meets with the faculty

responsible for the courses

Recommendations for integration of EIDM are

made

Discussion occurs, and decisions are made

based on consensus about how to integrate

EIDM into the courses.

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EIDM Integration – How?

Step 6:

Faculty member either revises and/or creates

“new” course activities and/or evaluation

measures.

– Including “Tutor Guides” for faculty

Step 7:

The revised and/or “new” course activities

and/or evaluation measures are implemented

into the courses

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Course Activities

Various activities used throughout all levels:

Required textbook

Library sessions (multiple)

Online learning modules

Embedded exercises

Worksheets

Health Science Library Page

Online Learning Modules

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Evaluation Measures

Various methods throughout the curriculum:

Assignments

Short papers

Scholarly papers

Exam

– Now 2 quizzes

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EIDM Integration – How?

Step 8:

Prior to implementation, faculty member

conducted ½ to full day faculty development

workshops before the next term began

– provided exposure to the EIDM content and teaching

strategies for the faculty

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EIDM Integration – How?

Step 9:

Faculty member meets with the faculty

responsible for the courses on an ongoing basis

to review formal and anecdotal feedback from

students and faculty on the integration of EIDM

and, as necessary, further revisions are

implemented.

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Successes

Significant improvement in Exam marks with

integrated curriculum vs stand-alone course

– Mean difference 8.53, 95% CI (7.52, 9.54),

P < 0.001, N = 2255

Informal and formal feedback that the redesign

is “working”

– Students

– Faculty

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Keys to Success

Faculty buy-in

Responsibility of one faculty member

Resources

Staggered implementation

Faculty development sessions

Library support

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Challenges

Faculty development

– EIDM knowledge

– Knowledge and skills for teaching EIDM

Time

Lack of student preparation

Change in class size

Continued resources for teaching-learning

activities

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Questions

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For Further Information

Contact:

Jennifer Yost PhD, RN

Assistant Professor

School of Nursing, McMaster University

jyost@mcmaster.ca

(t) +1 905 525 9140 x 21927

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ReferencesCollege of Nurses of Ontario (2014). Competencies for entry-level

registered nurse practice. Retrieved from

http://www.cno.org/Global/docs/reg/41037_EntryToPracitic_final.pdf?e

pslanguage=en

DiCenso, A., Guyatt, G., & Ciliska, D. (2005). Evidence-based nursing:

A guide to clinical practice (pp. 154-171). St. Louis: Elsevier.

National Collaborating Centre for Methods and Tools (2014). Evidence

informed public health. Retrieved from http://www.nccmt.ca/eiph/index-

eng.html