Accessing and Assessing the Evidence: An Online Tool for Teaching Evidence-Based Nursing Practice Mary Lou Klem Health Sciences Library System University of Pittsburgh Elizabeth LaRue School of Nursing University of Pittsburgh Peter Draus School of Adult and Continuing Education Robert Morris University

Background 2005: School of Nursing introduced a new curriculum designed to promote EBP Internal taskforce charged with identifying or creating online tools to assist faculty in teaching of EBP skills

Accessing and Assessing the Evidence (AAE): User Goals Practice the creation of answerable clinical questions View literature searches designed to answer clinical questions Practice critical appraisal of selected citations

AAE Content Module 1: Clinical scenarios and questions –Developed by clinical nursing faculty and allied health professionals –Expert-developed clinical questions Module 2: Literature search and opportunity for critical appraisal –Search conducted by medical librarian –Annotated search history plus selected citations –Rank citation relevancy

Data Collection and Storage Username and password are assigned Data stored in MySQL database –Chosen scenario and question type –PICO elements –Final clinical question –Citation rankings

Results 33 students enrolled in undergraduate nursing research course –Generated a total of 102 clinical questions –Provided a total of 380 citation rankings

Question Types Chosen By Students (%)

Success in Creating Clinical Questions

Student versus Expert Rankings of Citation Relevancy (%)

Summary AAE provides students with: –Practice at forming answerable clinical questions –Overview of expert lit search to answer a clinical question –A first step in appraising evidence Students –Successful at creating questions –Biased toward creating certain types of questions –Overall agreement with experts on relevance of selected citations

Future Directions Effects of prior instruction versus no instruction Content development and revision