A Standardized Curriculum to Introduce Novice Health Professional Students to Practice-Based Learning and Improvement

Authors:
  • PDPaula Dycus
    Paula Dycus
  • CHCarolyn Hix
    Carolyn Hix
  • RWRita West
    Rita West
  • LMLeslie McKeon
    Leslie McKeon
  • MCMary T. Coleman
    Mary T. Coleman
  • DHDonna Hathaway
    Donna Hathaway
  • CMCynthia McCurren
    Cynthia McCurren
  • GOGreg Ogrinc
    Greg Ogrinc
Publisher website
Google Scholar
Abstract
Practice-based learning and improvement (PBLI) combines the science of continuous quality improvement with the pragmatics of day-to-day clinical care delivery. PBLI is a core-learning domain in nursing and medical education. We developed a workbook-based, project-focused curriculum to teach PBLI to novice health professional students. Evaluate the efficacy of a standardized curriculum to teach PBLI. Nonrandomized, controlled trial with medical and nursing students from 3 institutions. Faculty used the workbook to facilitate completion of an improvement project with 16 participants. Both participants and controls (N = 15) completed instruments to measure PBLI knowledge and self-efficacy. Participants also completed a satisfaction survey and presented project posters at a national conference. There was no significant difference in PBLI knowledge between groups. Self-efficacy of participants was higher than that of controls in identifying best practice, identifying measures, identifying successful local improvement work, implementing a structured change plan, and using Plan-Do-Study-Act methodology. Participant satisfaction with the curriculum was high. Although PBLI knowledge was similar between groups, participants had higher self-efficacy and confidently disseminated their findings via formal poster presentation. This pilot study suggests that using a workbook-based, project-focused approach may be effective in teaching PBLI to novice health professional students.

This publication has 17 references indexed in Scilit: