Comprehensive Review of Evidence-Based Methods in Preventive Cardiology Education: Perspective from Analytical Studies

Abstract

Evidence-based Methods (EBM) are essential for guaranteeing patient safety. Despite recommending teaching tactics to improve EBM understanding and abilities, new research suggests that nurses lack adequate preparation to implement EBM. A proposed three-tiered framework for the instruction of EBM emphasizes the necessity of interactive clinical experiences within EBM teaching methodologies. The article delineates the pedagogical strategies in undergraduate nursing courses to impart EBM expertise and abilities in cardiology. The research delineates the perspectives of pupils and teachers regarding learning outcomes and obstacles. Six qualitative investigations and one mixed-method study fulfilled the inclusion requirements and were rigorously assessed using the Critical Assessment Skills Course. The seven articles were analyzed inductively and conceptually using Braun and Clarke's six processes to identify themes. Four topics of teaching techniques were found, each encompassing subtopics: interactive instructional strategies, merged interactive and clinical teaching methods, results from learning, and impediments. While four studies had an ambiguous emphasis on instructing EBM rules, they all used research utilization and interactive pedagogical methodologies. Documented learning outcomes encompass improved analytical and critical thinking abilities and research application to guarantee patient security. Four of the seven examined studies exhibited an ambiguous emphasis on the implementation of EBM teaching methodologies. Interactive methods of instruction are employed, although the primary focus is on locating and critically evaluating research for practical application. Despite encompassing a limited body of literature, this study suggests a necessity for additional qualitative work focused on interactive and clinically integrative teaching methodologies to augment further EBM knowledge and abilities among first-year cardiology nursing pupils.