Identifying and understanding methodological strength for nurse writers
Jessica Cronin, DNP '23, MS, RN-BC Heading link
Clinical Issue/Practice Problem: A national publishing company markets an online nursing and allied health tool, authored by nurses, providing synthesized evidence-based clinical content used by nurses at point-of-care. Combining clinical experience and the identification of the best evidence, relevant, up-to-date topics are written. Variability is seen in mastery of research study design identification, as well as a greater relative risk for bachelor’s and master’s degree nurses not utilizing the evidence hierarchy when evaluating literary articles. Company leadership requested education to increase writer awareness, knowledge, and improved self-efficacy for using levels of evidence in the critical appraisal process.
Summary of Supporting Literature: Microlearning is a short form, self-directed, on demand, interactive, just-in-time learning where content is delivered in targeted chunks improving knowledge uptake, is a positive way to learn, decreases the cognitive load, and allows for immediate content application to practice.
Project Implementation: Andragogy, and the Model for Improvement with Plan-Do-Study-Act cycles, were used to develop two online asynchronous, remote accessed, microlearning courses. A cloud-based authoring tool and an online survey application delivered educational content and evaluated writer knowledge and perceived self-efficacy.
Outcomes: Pilot survey data revealed an overall 19-27% increase in writer knowledge for research study design and associated level of evidence hierarchy. Perceived self-efficacy was improved for identifying the steps of evidence-based practice and in the ability to apply learnings to practice.
Anticipated Contribution to Practice: Strong evidentiary support improves quality of authored topics, ensures relevancy of practice, fosters nurse critical thinking and decision-making leading to positive patient outcomes.