Teaching Evidence-Based Practice in Nursing (Second Edition)
Foreman, J. (2013). New York: Springer Publishing Company. 412 pages, soft cover, $60.00, ISBN: 0826148123.
Reviewed by:
Joel Ottoson, MS, MSN, RN-BC
Education Service, Orlando VA
Medical Center, Florida
(e-mail: [email protected])
Levin and Feldman's book is described as an AJN book of the year award winner. This book is geared toward academic and clinical facilities but could be used by the solo practitioner. After reading the first five chapters, I did find useful information that I could apply into my current practice.
It is not a fast or easy read. The authors are specific and detail oriented including diagrams and screenshot explanations. The importance of mentorship is greatly emphasized in this book but was not in the previous edition. Levin and Feldman also identify barriers related to nurses currently not using evidence-based practice (EBP) in their work environment. The authors use the Advancing Research and Clinical Practice model as the framework to explain this phenomenon.
The first chapter of the book reads like a research paper explaining the model. It provides evidence to support the author's theory and is consistent with the EBP research it promotes. The following chapters discuss specific topics such as mentorship in great detail. There are examples of facilities that have instituted mentorship programs with the primary intent of improving knowledge and skills in EBP. Specific learning activities are suggested, which are very feasible for any academic or clinical facility to employ. It is also clear that changing an organizational culture to one based on EBP is a lengthy process and must come from the top-down.
Whereas the beginning of the book deals with why EBP practice is not more readily used, the second half provides information on problem identification and practical strategies that can be used in educating students or staff. The authors provide multiple tools, case studies, and examples of how EBP can be implemented. Information is provided on how to write a clinical question as well as how to research it. There are step-by-step descriptions of how to use data bases and statistics, perform a gap analysis, and do outcome evaluations. According to Levin and Feldman, the Institute of Medicine expects that 90% of healthcare decisions be evidenced based. The authors contend that EBP should be incorporated into all levels of didactic coursework, facility projects, and training.
The editors of this book assert that the challenges needed to bring about an EBP culture in a healthcare facility are daunting. However, this book provides an in-depth resource to put any facility on the right track toward accomplishing that goal.
Disclaimer: The author has disclosed that he has no significant relationships with, or financial interest in, any commercial companies pertaining to this review.
Telling ain't Training (Second Edition)
Stolovitch, H. D., & Keeps, E. J. (2011). Alexandria, VA: ASTD Press. 293 pages, paperback or eBook, $38.95, ISBN-10: 1-56286-701-6.
Reviewed by:
Kari L. Schmidt, MS, RN-BC
Director, Employee and Organizational
Development, Aurora Health Care
Milwaukee, WI
(e-mail: [email protected])
This book is based on the principle that leaner-centered, performance-based training results in demonstrated learning outcomes. Content areas include key ingredients for learning, senses and filters affecting learning, a five-step model for planning training sessions, training activities, testing, and technology and learning. This research-based text includes interactive activities throughout. For example, after defining key content, there are fill-in-the-blank and matching activities for the reader to complete. It is recommended that the reader complete the activities to receive the greatest benefit from reading the book. The activities enhance the knowledge and recall of the learner. Each chapter ends by summarizing content in "Remember This," a section including multiple choice questions and an answer key. These summary activities do reinforce the learning in the chapter.
The strengths of this text include the breadth and depth of information for trainers, the organized and practical approach in which the content is presented, and the sometimes light-hearted approach the authors use in sharing examples. The content is written in an engaging manner for novice and experienced nursing professional development (NPD) educators.
An especially helpful feature of this book is the information on presenting the business case for training delivery and outcome evaluation. The information on managing expectations and outcomes for e-learning would be most helpful for the educator who is increasingly asked to provide more education via e-learning. The two chapters on e-learning are co-authored with Marc Rosenberg, a consultant and expert in the field of e-learning and author of E-Learning: Strategies for Delivering Knowledge in the Digital Age (2000; McGraw-Hill).
A criticism of the text is the description of activities. Although 25 activities are included, many of them are not fully described. More detailed descriptions and learning aids are required to enable the NPD educator to more easily implement the activities.
The book achieves its purpose of presenting a training model and specific training tactics to enhance learning outcomes. The references included in the endnotes will provide the NPD educator relevant resources on the content presented. However, the educator will need more comprehensive information on e-learning and learning activities than included in this text.
Disclaimer: The author has disclosed that he has no significant relationships with, or financial interest in, any commercial companies pertaining to this review.
Simulation Scenarios for Nursing Educators Making It Real (Second Edition)
Campbell, S. H., & Dailey, K. M. (Eds.). (2013). New York: Springer Publishing Company. Softbound, $75.00, ISBN: 9780826193261.
Reviewed by:
Karen J. George, DNP, RN, CEN
Nurse III Clinician
James H. Quillen VA Medical Center
Mountain Home
Tennessee
(e-mail: [email protected])
Campbell and Dailey provide a comprehensive overview of simulation, structured scenarios, and evaluation processes and offer numerous suggestions to build excellent clinical simulation programs. Throughout the book, the authors show the purpose of making simulation real and fun. The reader learns about the history, concepts, theory, and evidence for simulation. As the reader proceeds through the pages, scenarios incorporate the Institute of Medicine's six aims and American Association of Colleges of Nursing's Essentials specific to various educational levels in nursing.
The editors incorporate methods to improve effective communication among team members. Scenarios provide opportunities in a safe environment where real-life errors may occur without patient harm. Suggestions for debriefing provide a plan to engage participants and teams in active learning opportunities.
Discussions on growing simulation programs or centers of excellence include recommendations related to program oversight, certification, publication, and research. The authors include suggestions for academic preparation specific to simulation champions and leaders.
The table of contents and thorough index allow readers to readily identify or find specific content. Although targeted for academic faculty, the information presented can be used and applied in hospital-based (nonacademic) settings.
Structured scenarios supply the reader with information essential for success with simulation. Scenarios include references and recommendations for further reading.
For some scenarios, however, the references fail to address or reflect evidence-based practice for clinical content, actions, and appropriate interventions. Promoting learning and patient safety through simulation provides benefits only if the content incorporates current evidence-based practice. Failure to ensure that the content presented reflects high-level evidence may promote confusion in real-life practice with a potential for patient harm.
Disclaimer: The contents of this review do not represent the view of the Department of Veterans Affairs or the United States Government.
The author has disclosed that she has no significant relationships with, or financial interest in, any commercial companies pertaining to this review.