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035 a| (Sirsi) o1332541671;

035 a| (OCoLC)1332541671;

049 a| EREE;

100 1 a| Kistler, K. Brooke,e| author.?| UNAUTHORIZED;

245 12 a| A qualitative examination of accelerated bsn students' learning experiences related to ebp using thematic analysis guided by the Threshold Concepts Framework /c| by K. Brooke Kistler.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2022.;

300 a| 1 online resource (93 pages) :b| illustrations (chiefly color).;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text file;

347 b| PDF;

347 c| 1.152 MB;

490 1 a| ECU College of Nursing dissertation;

538 a| Mode of access: World Wide Web.;

538 a| System requirements: Adobe Reader.;

502 b| Ph. D.c| East Carolina Universityd| 2022;

500 a| Presented to the Faculty of the Department of Nursing Science;

500 a| Advisor: Deborah Tyndall;

500 a| Title from PDF t.p. (viewed October 16, 2023).;

520 3 a| Nurses continue to report deficits related to evidence-based practice (EBP) competency. These deficits threaten the quality and safety of healthcare. In response, healthcare and academic organizations along with governing bodies addressed the need for policy, practice, and curriculum standards supporting the use of evidence in clinical decision-making. However, new graduate nurses report a limited understanding of EBP to inform their clinical practice citing a lack of knowledge related to current research findings and understanding the steps of EBP. Understanding what impedes EBP knowledge acquisition can guide nurse educators in pedagogy and curriculum redesign, promoting EBP knowledge acquisition and competency. Accelerated baccalaureate of science in nursing (ABSN) students are a unique population who must gain this competency in expedited timeframes related to the condensed nature of their programs. Examining their experiences through the critical lens of Threshold Concepts can help identify the troublesome concepts and stuck places these students encounter in their learning. Further, it can guide faculty to promote EBP competency, increasing students' clinical decision-making application. This qualitative descriptive research study uses thematic analysis guided by the Threshold Concepts Framework to examine the liminal experiences of ABSN students during an introductory EBP course. Participants were recruited using a purposeful sampling method. Tools to collect data included participant coursework and reflective written responses. This research is significant because higher levels of EBP competency increase its application in practice supporting safe patient care, and improving outcomes in today's complex healthcare system.;

504 a| Includes bibliographical references.;

650 2 a| Students.=| ^A920070;

650 2 a| Learning.=| ^A918133;

653 a| Nursing;

653 a| Education;

653 a| Evidence-Based Practice;

653 a| Accelerated BSN Students;

653 a| Thematic Analysis;

653 a| Threshold Concepts Framework;

655 7 a| Academic theses.2| fast0| (OCoLC)fst01726453;

655 7 a| Academic theses.2| lcgft;

700 1 a| Tyndall, Deborah,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| College of Nursing.=| ^A1134029;

830 0 a| ECU College of Nursing dissertation.?| UNAUTHORIZED;

856 40 u| http://hdl.handle.net/10342/10679z| Access via ScholarShip;

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999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5831718-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/23/2022x| ETDz| HERESOURCE;

A qualitative examination of accelerated bsn students' learning experiences related to ebp using thematic analysis guided by the Threshold Concepts Framework / by K. Brooke Kistler.

Author/creator	Kistler, K. Brooke author.
Other author	Tyndall, Deborah, degree supervisor.
Other author	East Carolina University. College of Nursing.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2022.
Description	1 online resource (93 pages) : illustrations (chiefly color).
Supplemental Content	Access via ScholarShip
Subjects	Students. Learning.

Series	ECU College of Nursing dissertation ECU College of Nursing dissertation. UNAUTHORIZED
Summary	Nurses continue to report deficits related to evidence-based practice (EBP) competency. These deficits threaten the quality and safety of healthcare. In response, healthcare and academic organizations along with governing bodies addressed the need for policy, practice, and curriculum standards supporting the use of evidence in clinical decision-making. However, new graduate nurses report a limited understanding of EBP to inform their clinical practice citing a lack of knowledge related to current research findings and understanding the steps of EBP. Understanding what impedes EBP knowledge acquisition can guide nurse educators in pedagogy and curriculum redesign, promoting EBP knowledge acquisition and competency. Accelerated baccalaureate of science in nursing (ABSN) students are a unique population who must gain this competency in expedited timeframes related to the condensed nature of their programs. Examining their experiences through the critical lens of Threshold Concepts can help identify the troublesome concepts and stuck places these students encounter in their learning. Further, it can guide faculty to promote EBP competency, increasing students' clinical decision-making application. This qualitative descriptive research study uses thematic analysis guided by the Threshold Concepts Framework to examine the liminal experiences of ABSN students during an introductory EBP course. Participants were recruited using a purposeful sampling method. Tools to collect data included participant coursework and reflective written responses. This research is significant because higher levels of EBP competency increase its application in practice supporting safe patient care, and improving outcomes in today's complex healthcare system.
General note	Presented to the Faculty of the Department of Nursing Science
General note	Advisor: Deborah Tyndall
General note	Title from PDF t.p. (viewed October 16, 2023).
Dissertation note	Ph. D. East Carolina University 2022
Bibliography note	Includes bibliographical references.
Technical details	Mode of access: World Wide Web.
Technical details	System requirements: Adobe Reader.
Genre/form	Academic theses.
Genre/form	Academic theses.

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A qualitative examination of accelerated bsn students' learning experiences related to ebp using thematic analysis guided by the Threshold Concepts Framework / by K. Brooke Kistler.

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