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Multidisciplinary Evidence-based practice courseKirsten A. Ziesemer, Gertruud D. van Stralen, Marjan S.M. Bakker Northwest Clinics The Netherlands

IntroductionEvidence-based practice (EBP) becomes increasingly more important in the delivery of quality care and as a result positive patient outcomes. The Bachelor of Nursing 20201

describes the competences and requirements of nurses graduating in 2020. A substantial part of the bachelor profile 2020 is dedicated to the CanMEDS-4 role: the reflective EBP-professional1. In collaboration with the Northwest Academy and VEC2, we designed an EBP course to support and further develop the role of current nurses (and medical professionals) as EBP-professionals.

Aim“To outline the development of the EBP course designed for nurses and other medical professionals at the Northwest Clinics.”

MethodThe EBP course consists of 10 sessions and starts twice a year with 12-15 participants. The focus of the EBP course is on the formulation of a research question using the PICO-method, the selection of the appropriate databases, formulation of a search strategy and the selection of relevant information, resulting in a Critically Appraised Topic (CAT).

ResultsIn total, 35 participants from 12 departments graduated (April 2016 – April 2019). Feedback from participants indicated that the course:• Had a positive effect on their job. • Stimulated critical thinking. • Handed the appropriate tools for the necessary evidence-

based changes. Evidence-based changes after the course: • Winner of Nursings’ 2016 EBP knowledge test (out of 2850

participants). • Several scientific research projects have started, including

a research project that studies the effect of audiovisual tools on the quality of life in dialysis patients, a project on the management of functional constipation in children and a project about intermitted catheterization.

ConclusionIn conclusion, our EBP course increases the participants’ pro-fessional growth, critical thinking and due to the group diver-sity this course also allows for interprofessional learning, buil-ding bridges, connecting people and more importantly ideas.

Future directionsWe will continue to develop our EBP course, we are also de-veloping an e-learning PubMed and are planning complemen-tary courses (searching in PubMed and CINAHL). Moreover, we would like to introduce Journal Clubs to discuss research papers or research related subjects, led by nurse scientists.

Figure 2 Schematic overview of interprofessional and interdisciplinary connections between participant (inner circle), teachers (middle circle) and hospital depts. (outer circle)

Acute Care

Emergency RoomPulmonary diseases

Pediatrics

Dialysis

Neurology

0%5%10%15%20%25%30%35%40%45%50%

Education Update protocols Research Other

References1. Lambregts, J., Gro-

tendorst, A., & van Merwijk, C. (2016). Bachelor of nurs-ing 2020: Een toe-komstbestendig opleidingsprofiel 4.0 Springer

2. VEC = Nursing Expertise Centre

Figure 4 Application of evidence-based changes in practice

1

PICO

Session 1: Introduction (nursing expert)

Session 2: PICO(nursing expert)

2 3

Session 3: Science (epidemiologist)

4

Session 4: Study Type (epidemiologist)

5

Session 5: Search(information specialists)

6

Session 6: Search (information specialists)

7

Session 7: Statistics (epidemiologist)

8

Session 8: Critical Evaluation (epidemiologist)

9

Session 9: Writing (information specialists)

10

Session 10: Pitch (nursing expert)

Figure 1Timeline of course sessions by topic and teacher

Figure 3 Schematic overview of departments (n=12) of participants (n=35)

Cardiology

Oncology

Planning agency nursesInternal medicine

Science department Anesthesiology Urology

19 0135 A0 wetenschappelijke poster Medische Bibliotheek 20190531.indd 1 04-06-19 16:43