Using a research coach to enhance evidence-based practice integration in undergraduate nursing

Melba Sheila D'Souza


Background and objective: Coaching contributes to the understanding and application of knowledge in nursing practice. This study aims to examine the implementation of a research coach to enhance evidence-based practice integration in undergraduate nursing.

Methods: Design: This study used a quasi-experimental non-equivalent post-test-only design. Settings and participants: Forty second-year undergraduate nursing students were invited to participate in the study at a public university in 2019. Methods: The evidence-based practice (EBP) questionnaire was used, and the primary outcomes were attitudes, skills, and capabilities of EBP. The undergraduate students worked with a third-year level research coach to engage in evidence-based nursing using clinical case studies. 

Results: The findings expressed the students’ readiness to capture, select, and organize their critical thinking skills through case studies and online discussion. Students perceived that they needed versatile skills in the interpretation and application of evidence-based nursing.

Conclusions: A research coach played an essential role for novice student nurses in improving decision-making skills and transition to practice in this setting. The research coach model enables critical thinking and problem-solving skills through interaction and case studies.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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