26053 - Obstetrics and Evidence-Based Nursing (RN)

Learning outcomes

At the end of the course the student must be able to develop evidence-based practice using research to introduce changes and improve practice and critically analyze the problem and current knowledge, to develop a strategy for applying research in practice, to facilitate dissemination of research results

Course contents

Unit 1: Evidence Based Practice (EBP): Develop skills in researching evidence and critically evaluating literature aimed at application in nursing and midwifery clinical practice.

Introduction

EBP Core Competence

Definition, methods and tools of the EBP and the research questions

the 5 steps: formulate clinical questions, research, evaluate and apply evidence, monitor one's performance

the repercussions on clinical practice and healthcare decision-making processes Sources of information: - typology of primary and secondary studies; -

The main study designs;

Secondary studies: reviews and guidelines

Critically appraisal and criteria for defining the quality of a scientific publication: internal and external validity, clinical relevance and interpretation of results, sources of bias

Critical appraisal tools.

The transferability of the results of a scientific publication into professional practice

Unit 2 Synthesize the evidence: the reviews

The different review designs

Conducting a literature review(in particular systematic, scoping), examining the different steps (in particular PICO/PCC, search strategy, inclusion criteria and process, data extraction, PRISMA, critical appraisal and synthesis)

Readings/Bibliography

Polit & Beck (2018) Fondamenti di ricerca infermieristica 2 ed. Mc Graw Hill, Milano cap 2, 4, 7, 9, 15 e 18. [recommended]

Gaeta L. (2010) Lettura critica degli studi clinici Aras edizioni, Fano

Fain J.A. (2004) La ricerca infermieristica: leggerla, comprenderla e applicarla. 2° edizione. Milano: McGraw-Hill

Cartabellotta A. (2013) Ebm più efficace in tre passi, Quotidiano Sanità 12-18 novembre 2013 pp16-17

Albarqouni L, Hoffmann T, Straus S et al. (2019)Evidence-based Practice: le competenze core per tutti i professionisti sanitari. Trad. in Evidence 2019 11(6), e1000198.

Cartabellotta A. (2017) L’ecosistema delle evidenze scientifiche: produzione, sintesi e implementazione. Evidence 2017 9(9), e1000171.

Teaching methods

In classroom: Lectures, presentation of problems in plenary, small group exercises

On Virtuale: teaching material before lessons (slides, articles of interest, documents, examples, critical appraisal checklist, review protocol form)

Assessment methods

The evaluation involves a written report that should be sent via e-mail to the teacher at least 10 days before the exam date. The report consists of review protocol on a search questions according to a specific format indicated by the teacher.

Review protocol: Contents

Background (brief) and purpose

research question and its elements

inclusion/exclusion criteria

sources of evidence and search strategy

study selection and data extraction methods

Evaluation criteria

Adherence to the medological indications according to the chosen design (the criteria are described in the virtual)

The final mark is expressed out of 30 points according to the following graduation:

30-30 cum laude: adequate and exhaustive compilation of the different steps, methodological coherence between background, research question and the different steps of the protocol. Full mastery of the specific terminology. Originality of the question.

25-29 adequate compilation of the different steps, good methodological coherence between background, research question and the different steps of the protocol, good mastery of terminology.

20-24 correct compilation of the different steps, with fair methodological coherence between background, research question and the different steps of the protocol, good mastery of terminology. There may be some inaccuracies or steps that are not completely complete

18-19; sufficient compilation of the different steps, but not always complete and/or, there are inaccuracies or steps that are not completely complete.

< 18 insufficient: background that does not justify the review, non-adherence to the design/methodological indications for developing a review protocol.

The evaluation will be averaged with the evaluations of the other modules making up the Integrated Course.

Teaching tools

PC and video projector, flip chart for in-person lessons.

On virtuale: Tools for the critical appraisal of studies, review protocol schedule, articles of interest

Office hours

See the website of Patrizia Di Giacomo