A clinical practicum instructor who is teaching within an evidence-based practice (EBP) integration curriculum has created a learning task that requires the application of the specific principles of EBP.
What time constraints should the educator place on the activity?
A) Allow students the autonomy to determine the pace and end date of the assignment
B) Have the students complete the task in a series of real-time stages within clinical time
C) Establish a firm deadline that is sufficient to maintain students' attention but not too distant
D) Establish a deadline that is no more than 48 hours past the introduction of the task
Question 2
The time frame that is necessary to fully implement an evidence-based change in the staffing mix on a postpartum care unit is very long.
What strategy should the evidence-based practice mentors implement in order to prevent nurses from becoming fatigued and disenchanted with the change process?
A) Issue reminders of the benefits that will result from the change
B) Release regular updates on the progress of the change
C) Celebrate the accomplishment of smaller goals within the larger project
D) Conduct a research study parallel to the change that documents the process
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