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FOSTERING EVIDENCE-BASED CARE IN CLINICAL TEACHING

Authors

  • Debra A. Erickson-Owens CNM, MS,

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    • Debra Erickson-Owens is an assistant clinical professor in the Graduate Nurse-Midwifery Program at the University of Rhode Island, Kingston, Rhode Island. She received her nurse-midwifery education and Master's of Science from the University of Utah. She served in the United States Air Force (USAF) for more than 20 years, where she directed the USAF Nurse-Midwifery Program from 1994 to 1996 and was the midwifery consultant to the USAF Surgeon General from 1995 to 1998.

  • Holly Powell Kennedy CNM, PhD, FACNM

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    • Holly Powell Kennedy is the director of the Graduate Program in Nurse-Midwifery at the University of Rhode Island (URI), Kingston, Rhode Island, and the URI Center for Midwifery at Memorial Hospital of Rhode Island. She received a Master's of Science degree specializing as a family nurse practitioner from the Medical College of Georgia in 1978, a certificate in midwifery from the Frontier School of Family Nursing and Midwifery in 1985, and a PhD from the University of Rhode Island.


University of Rhode Island College of Nursing, Graduate Program in Nurse-Midwifery, White Hall, 2 Heathman Road, Kingston, RI 02881.

ABSTRACT

Understanding scientific research evidence and applying it to clinical practice is a focus in today's health care arena. Fostering evidence-based care (EBC) in clinical teaching is an effective way to help students learn to think critically, search for, evaluate, and incorporate the best research evidence into their clinical practice. For example, helping a student plan care for a woman creates a “teaching moment” for the application of scientific evidence to clinical practice. Essentially, EBC is a learned skill for both the student and the clinical teacher. It requires intellectual curiosity and a willingness to explore beyond “the way it has always been done.” This article presents a review of the goals of clinical teaching, strategies to foster EBC, and tools to assess the readiness of the teacher, the student, and the clinical setting for EBC. By aligning the goals of clinical teaching with evidence-based strategies, both the educator and student strive together to provide midwifery care that is supported by available research.

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