在护理学研究生教育中开设循证护理课程的实践和反思

目的探讨在护理学专业研究生中开设循证护理（EBN）课程的经验和教训，以进一步改进课程。方法根据课程开发理论和技术构建EBN课程教学方案，并对复旦大学护理学院研究生课程进修班07级学生（n=33）开展54学时的循证护理教学，以06级学生（n=26）为对照组。教学结束后对实验组学生进行EBN理论知识、态度、文献评鉴技能及制作系统评价方案能力方面的测试，同时应用课程反馈问卷评价表和访谈法了解学生对EBN课程教学过程和效果的评价。结果教学后实验组学生EBN珲论知识得分高于对照组（P〈0．01）；教学后实验组学生EBN文献评鉴技能得分高于教学前（P〈0．01）。课程反馈的问卷评价和访谈结果提示：学生均认玎EBN课程是具有挑战性的课程，同时从该课程中收获很多，尤其是学生能够通过该课程整合并应用流行病学、卫生统计、文献检索、护理研究等课程的内容。学生体验中最具有挑战性的是文献质量评鉴、文献提取、Meta分析和证据的临床应用。学生认为该课程内容理论联系临床护理实践，绝大多数学生对教学内容、教材、教学方法满意，但对教学学时和开课方式提出改进意见。结论在护理学研究生中开设EBN课程具有可行性，该课程可提高学生的文献评阅和系统评价能力，并提高学生将证据应用到临床实践的意识。应进一步开展研究并改进课程内容和教学方法。

Developing evidence-based nursing course in postgraduate nursing program: practice and reflection

Objective To explore the experience of developing evidence-based nursing (EBN) course in postgraduate nursing program in order to improve the quality of course.Methods A comprehensive project on developing EBN course for postgraduate nursing students was initiated in School of Nursing Fudan University.59 postgraduate nursing students in school of nursing, Fudan University were conveniently classified into EBN teaching group (n = 33) and control group (n = 26).The students in the EBN teaching group received 54 credit hours evidence-based nursing education.The teaching and learning experience were reflected through faculty interview and student interview. The teaching and learning outcome were evaluated by self-designed questionnaires.Results Students considered EBN course as a challenge.They experienced both positive and negative feelings during learning EBN.The critical appraisal, data extraction, Meta analysis and evidences utilization were seen as bigger challenges. However, they valued the experience of learning EBN as the opportunity for them to integrate knowledge and skill of literature searching, clinical epidemiology, health statistics, and nursing research into the learning of EBN course. Students in EBN teaching group had significantly higher score on evidence-based nursing knowledge than control group (z = 3.582, P < 0.01).Students in EBN teaching group had significantly higher scores on critical appraisal at post-course than at pre-course(t = 3.674,P < 0.01).Most of the students in EBN teaching group were satisfied with course content, teaching materials and teaching methods.In addition, they proposed constructive suggestions on credit hours and teaching arrangement for further implementing of evidence-based nursing course.Conclusions It is suggested that EBN can be developed as a course in postgraduate nursing program.The knowledge and skills on critical appraisal of literature and conducting systematic review can be improved by learning a comprehensive EBN course.However,the course content and teaching methods need further explore.