Project Nº : 2023-1-BE02-KA220-HED-000159585
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About Evidence Based Practice Project
The EBPGAME Evidence based practice in healthcare: an online escape room game project is a Strategic Partnership of six european Higher Education Institutions and Partner organization LudusXR Aps in the framework of the Erasmus+ program
Goals and Objectives:
The project aims to develop and test an online escape room game to gain knowledge about evidence-based practice (EBP) in healthcare. The game is targeted to healthcare professionals, students and teachers and it is an innovative way to train EBP skills, and to bridge the gab between theory and practice.
The main idea is to set up a COIL (collaborative online learning) with all the involved partners and let students participate in the online escape rooms in multicultural groups. This will not only boost the EBP skills of students, but also teamwork and multicultural competences.
Want to know more?
GOALS OF THE EBP GAME
To provide an international centre for teaching and learning related to EBP in Nursing and Midwifery.
To stimulate and support nursing/midwifery students and nurses and midwives by learning EBP.
To support lifelong learning in Evidence-based Practice in Nursing and midwifery.
To describe the teaching models of EBP across EU countries, and explore how EBP is embedded in curricula at the different HEI (incl. good practices).
To develop an online escape room based on the 5-step EBP framework, literature about gamification for training in healthcare, partner HEI’s expertise, and importantly, by participation of the target groups (students, educators, professionals) in game development
To test the online escape room with the target groups for relevance, user satisfaction, and impact on EBP knowledge
To develop supporting material for ‘players’ on how to implement the 5 steps of EBP in daily clinical practice (material included in the game and an information sheet to receive after playing the game).
To embed the game in the curricula of the partner HEI’s as well as disseminate the project results to also have impact in other EU HEI’s.
With this project, we will develop an online escape room to gain knowledge about evidence-based practice (EBP) and to implement EBP in an innovative way in classes and in daily clinical practice. It will be a method for healthcare students and professionals to be trained individually or as a team, in assessing a real-life patient case, but in a safe environment, without the full responsibility of a real patient.
EBP integrates the best available research evidence, expert opinions, and patients’ individual preferences to analyze and address clinical problems. It encompasses five steps:
1.Framing an answerable question
2.Obtaining the best evidence to answer the question
3.Critically appraising the acquired evidence
4.Translating the evidence into clinical practice
5.Evaluating the effectiveness of the previous step
Despite increased recognition of the importance of EBP, healthcare providers (HCPs) still identify a need for more education and skill-building in the process used to provide evidence-based care. Educators play a vital role in addressing these needs. Many healthcare professionals and students report feeling intimidated and overwhelmed by EBP.
They struggle to search for relevant literature on electronic databases, appraise acquired evidence, and apply EBP knowledge in clinical practice. However, the integration of best evidence into clinical care delivery is essential for improving the quality of care and patient safety.
Saunders and Vehvilainen-Julkunen (2016) reported on the continued shortfall in professionals’ readiness to implement EBP in daily clinical care. Although they were familiar with EBP, had positive attitudes toward it, and believed in its value for improving care quality and patient outcomes, they perceived their own EBP knowledge and skills as insufficient, which hindered its application in practice.
The lack of individual and organizational readiness among nurses for applying EBP is just one part of a multitude of complex factors that hinder the integration of best evidence into clinical practice. Many approaches can be used to teach EBP, increasing student engagement and fostering a deeper understanding of EBP content and relevance.
Research demonstrates that learning should be interactive, multifaceted, integrated into clinical practice, and include assessments. Interactive methods include:
+ Interactive lectures
+ Small group work
+ Journal clubs
+ Reading quizzes
+ Clinical nurse presentations
+ Workshops
+ Problem-based learning
At first, the escape room materials will be developed with input from the target groups. Next, a mock-up version of the game is made to gather feedback (during workshops) and to make changes before game production.
Next, pilot testing of the online game will evaluate user satisfaction and increase in EBP knowledge, and allow adaptations to deliver a final version of the game.
Finally, the game is embedded in the partner curricula, and disseminated to create impact also externally.
University Colleges Leuven-Limburg (Belgium, Coordinator)
Catholic University of Louvain (UCL) (Belgium, Project partner)
Cooperativa de Ensino Superior Politécnico e Universitário CRL (Portugal,
Project partner)
Medical University of Warsaw (Poland, Project partner)
Laurea Ammattikorkea Koulu OY (Finland, Project partner )
Universitat Autonoma De Barcelona (Spain, Project partner)
LudusXR Aps (Denmark, Project partner)
Results
EBP Methodology
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EBP Game
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EBP Piloting
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Meet The Partners
Team Members
Sandra Martin
Manager of Health Innovation at UCLL.
She is an advanced nurse
specialist in heart failure, clinical trial nurse and master in health care policy and
management.
Ellen Westhof
Registered Nurse
Msc in nursing science and management of
healthcare. Lecturer in nursing education with focus on evidence-based practice. The
coordinator of international and Erasmus internship for the nursing education. An
expert in using innovative teaching methods for training evidence-based practice to
nursing students.
Evi Lemmens:
Researcher and Lecturer
The research competencies needed, she
obtained during her PhD in biomedical sciences and afterwards, as project manager
for several research projects. Lecturer in nursing and midwifery education at UCLL.
Laura Verbeyst:
Researcher
Studied Nutrition and Dietetics at UCLL in Leuven and obtained a
Master of Science in Health Promotion at UGent. Since 2017, she works as a
researcher at the Centre of Expertise Health Innovation and teaches in the Nutrition
and Dietetics programme (UCLL). She is also a member of the Evidence-based
committee of the professional association of dieticians.
Carmen Queiros:
Registered Nurse
PhD. She is a Core Staff member of Portugal
Center for Evidence-Based Practice-the Joanna Briggs Institute Center of Excellence
at the Nursing School of Coimbra's Research Unit in Health Sciences: Nursing. She
used to work as a rehabilitation nurse specialist at theCentro Hospitalar Universitário
do Porto. Her research is in the Medical and Health Sciences, focusing on Nursing.
Cânia Torres:
Adjunct Professor
Adjunct Professor at CESPU since 2018 and a Specialist Nurse in
Child and Pediatric Health since 2008. She also has a master's degree in Health
Services Management, focusing on the Barriers and Facilitators to the
Implementation of Evidence-Based Practice in Health Organizations. She also holds
a speciality in Clinical Research and Health Services from the University of Porto's
Faculty of Medicine. Cânia Torres is a doctoral student at the Abel Salazar Institute of
Biomedical Science at the University of Porto, researching to develop an Evidence-
Based Practice Model in Child and Family Care.
Małgorzata Stefaniak
Advanced Midwife Practitioner
Postdoctoral researcher, an Advanced Midwife Practitioner &
Assistant Professor in midwifery at Department of Obstetrics and Gynecology
Didactics at Medical University of Warsaw, Faculty of Health Science. A Mentoring
Programs Coordinator at Medical University of Warsaw. An European Co-chair of the
Nursing Now Challengers Committee.
Łukasz Czyżewski
Registered Nurse
Postdoctoral researcher, an Register Nurse. MD, PhD hab.,
Vice-Dean of the Medical University of Warsaw Faculty of Health Sciences, head of
the Geriatric Nursing Institute Medical University of Warsaw, Faculty of Health
Science.
Tomasz Duda
Psychologist
Psychologist, specialist in quality of life for older people. Long-term
expert of the Social Dialogue Committee on Older Persons and Veterans. Trainer of
the dialogue methodology of the Nansen Center for Peace and Dialogue.
Niina Glerean
PhD researcher
(PhD researcher, MSc, PHN; RN) is a senior lecturer and academic
mobility coordinator at Laurea UAS. Her expertise is in public health nursing, nursing
of the vulnerable groups and global health issues and she has more than 10 yearsʼ
experience from the nursing field. In Laurea UAS, she works as a lecturer in nurse
education.
Tanja Hakkarainen
Doctoral researcher
(Doctoral researcher, MSc, RN) is senior lecturer at Laurea UAS.
Her expertise is in acute nursing care and she has many years work experience from
accident and emergency departments and a 10 years’ experience in teaching. At
Laurea, she is a senior lecturer specialized in emergency patient care, clinical
nursing skills, simulation pedagogy and tutoring.
Carla Quesada Pallares
Title
PhD, Department of Applied Pedagogy, Research group
and innovation in designs (GRID). Technology and multimedia and digital application
to observational designs.
René Bigum
CTO
Has been developing educational games and virtual reality for the past 10 years, since graduating Game College (Grenå, Denmark) where he studied game
design. His focus was on 3D modelling and sound engineering. René also holds an
AP degree in multimedia design from University College Lillebælt in Odense, where
he worked with creating gamebased solutions with educational purposes.
Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or CINEA. Neither the European Union nor the granting authority can be held responsible for them.