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Evid Based Nurs 8:100-103 doi:10.1136/ebn.8.4.100
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Teaching evidence-based practice on foot

Table 1

 3 modes for teaching evidence-based practice on foot

Mode 1 Mode 2 Mode 3
Role modelling evidence-based practice Weaving evidence in with other clinical teaching Targeting specific skills of evidence-based practice
What Demonstrate the use of evidence in real clinical decisions Integrate evidence with other knowledge when teaching clinical care Identify specific skills for evidence-based practice to teach
Why Learners see the use of evidence as part of good clinical practice Learners see the use of evidence as part of good clinical learning Learners develop their abilities to access, understand, and use evidence
Teach by example “Actions speak louder than words” Teach by explicit guiding on what to know Teach by explicit coaching on skills for practice
How “Think aloud” tactic Select one or a few of the strongest or most relevant bits of evidence Select one skill area and one task within that area
Demonstrate use of evidence resources Debrief later to reflect on lessons Show how evidence fits with other knowledge for action Coach learners on pragmatic specifics of that skill in use
Where Practice settings Practice settings Practice settings
Can be done in classroom, too Can be done in classroom, too
When Little or no extra time is needed May add only 1–3 minutes to teaching May add 2–5 minutes to teaching
Can be done almost anytime Can be done almost anytime Can be done almost anytime
Who Any teacher, any learner Any teacher, any learner Teachers who can coach these skills

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