What are faculty perceptions of the effectiveness of EBP courses for graduate nursing students?

What are faculty perceptions of the effectiveness of EBP courses for graduate nursing students?.

What are faculty perceptions of the effectiveness of EBP courses for graduate nursing students?

Evaluating Research Questions, Hypotheses, and Quantitative Research Designs
Order Description
a critique of the research study in which you:

Evaluate the research questions and hypotheses using the Research Questions and Hypotheses Checklist as a guide
1.Identify the type of quantitative research design used and explain how the researchers implemented the design
2.Analyze alignment among the theory, problem, purpose, research questions and hypotheses, and design

Research Questions and Hypotheses Checklist
Use the following criteria to evaluate an author’s research questions and/or hypotheses.
Look for indications of the following:

•Is the research question(s) a logical extension of the purpose of the
study?
•Does the research question(s) reflect the best question to address
the problem?
•Does the research question(s) align with the design of the study?
•Does the research question(s) align with the method identified
for collecting data?

If the study is qualitative, does the research question(s)do as follows?

•Relate the central question to the qualitative approach

•Begin with What or How (not Why)
•Focus on a single phenomenon
•Use exploratory verbs
•Use no directional language
•Use an open-ended format
•Specify the participants and research site If the study is
quantitative
:
•Do the descriptive questions seek to describe responses to major
variables?
•Do the inferential questions seek to compare groups or relate.
variables?
•Do the inferential questions follow from a theory?
•Are the variables positioned consistently from independent
/predictor to dependent/outcome in the inferential questions?
•Is a null and/or alternative hypothesis provided as a
Predictive statement?

•Is the hypothesis consistent with its respective research question?
•Does the question(s) and/or hypothesis specify the participants and
research site?

If the study is mixed methods, do the research questions and/or
hypotheses do the following?

•Include the characteristics of a good qualitative research question (as
listed above)
•Include the characteristics of a good quantitative research and/or
hypothesis (as listed above)

•Indicate how the researcher will mix or integrate the two approaches
of the study
•Specify the participants and research site
•Convey the overall intent of the study that calls for a mixed method
approach

Original Article Faculty Perception of the Effectiveness of EBP Courses for Graduate Nursing Students Ren´ata Zelen´ikov´a, RN, PhD•Michael Beach, DNP, ACNP-BC, PNP• Dianxu Ren, MD, PhD•Emily Wolff•Paula Sherwood, RN, PhD, CNRN, FAAN
Keywords evidence-based practice, faculty, teaching, curricula
ABSTRACT Background: Effective teaching is key in preparing students to become successful evidence- based healthcare professionals. The effectiveness of graduate evidence-based practice (EBP) pedagogy is not often a subject of research studies. Purpose: The purpose of this study was to determine how faculty from the 50 top graduate nursing schools in the United States perceived the effectiveness of EBP courses for graduate nursing students. Methods: A descriptive cross-sectional design was used to explore faculty perception of the effectiveness of EBP courses. A web-based survey was used for data collection. A total of 45 questionnaires were subjected to statistical analysis. Results: The mean perception of the effectiveness of EBP courses for the whole sample, on a scale from 1 to 7, was 5.58 (min. 4.29; max. 6.73), a higher score signifying higher perceived effectiveness. The highest rated item concerned a school’s access to different databases. The strongest correlations were found between the total score and the scores for items describing

What are faculty perceptions of the effectiveness of EBP courses for graduate nursing students?