Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/21404
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dc.contributor.authorArmstrong, Lorraine-
dc.contributor.authorLauder, William-
dc.contributor.authorShepherd, Ashley-
dc.date.accessioned2017-06-08T22:24:11Z-
dc.date.available2017-06-08T22:24:11Z-
dc.date.issued2015-01-14-
dc.identifier.other8-
dc.identifier.urihttp://hdl.handle.net/1893/21404-
dc.description.abstractBackground: Despite criticism, quality improvement (QI) continues to drive political and educational priorities within health care. Until recently, QI educational interventions have varied, targeting mainly postgraduates, middle management and the medical profession. However, there is now consensus within the UK, USA and beyond to integrate QI explicitly into nurse education, and faculties may require redesign of their QI curriculum to achieve this. Whilst growth in QI preregistration nurse education is emerging, little empirical evidence exists to determine such effects. Furthermore, previous healthcare studies evaluating QI educational interventions lend little in the way of support and have instead been subject to criticism. They reveal methodological weakness such as no reporting of theoretical underpinnings, insufficient intervention description, poor evaluation methods, little clinical or patient impact and lack of sustainability. This study aims therefore to identify, evaluate and synthesise teaching methods used within the undergraduate population to aid development of QI curriculum within preregistration nurse education. Methods/design: A systematic review of the literature will be conducted. Electronic databases, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Psychological Information (PsychINFO), Education Resources Information Centre (ERIC), Medical Literature Analysis and Retrieval System Online (MEDLINE) and Applied Social Sciences Index and Abstracts (ASSIA), will be searched alongside reference list scanning and a grey literature search. Peer-reviewed studies from 2000-2014 will be identified using key terms quality improvement, education, curriculum, training, undergraduate, teaching methods, students and evaluation. Studies describing a QI themed educational intervention aimed at undergraduate healthcare students will be included and data extracted using a modified version of the Reporting of Primary Studies in Education (REPOSE) Guidelines. Studies will be judged for quality and relevance using the Evidence for Policy and Practice Information and Co-ordinating Centre's (EPPI) Weight of Evidence framework and a narrative synthesis of the findings provided. Discussion: This study aims to identify, evaluate and synthesise the teaching methods used in quality improvement education for undergraduate healthcare students where currently this is lacking. This will enable nursing faculty to adopt the most effective methods when developing QI education within their curriculum.en_UK
dc.language.isoen-
dc.publisherBioMed Central-
dc.relationArmstrong L, Lauder W & Shepherd A (2015) An evaluation of methods used to teach quality improvement to undergraduate healthcare students to inform curriculum development within preregistration nurse education: a protocol for systematic review and narrative synthesis, Systematic Reviews, 4, Art. No.: 8.-
dc.rights© 2015 Armstrong et al.; licensee BioMed Central. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.-
dc.subjectSystematic review protocolen_UK
dc.subjectQuality improvementen_UK
dc.subjectCurriculumen_UK
dc.subjectEducationen_UK
dc.subjectPreregistration nursingen_UK
dc.subjectTeaching methodsen_UK
dc.subjectEvaluationen_UK
dc.subjectNarrative synthesisen_UK
dc.titleAn evaluation of methods used to teach quality improvement to undergraduate healthcare students to inform curriculum development within preregistration nurse education: a protocol for systematic review and narrative synthesisen_UK
dc.typeJournal Articleen_UK
dc.identifier.doihttp://dx.doi.org/10.1186/2046-4053-4-8-
dc.identifier.pmid25588516-
dc.citation.jtitleSystematic Reviews-
dc.citation.issn2046-4053-
dc.citation.volume4-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emaillorraine.armstrong@stir.ac.uk-
dc.contributor.affiliationHS Health - Stirling-
dc.contributor.affiliationFaculty of Health Sciences and Sport-
dc.contributor.affiliationFaculty of Health Sciences and Sport-
Appears in Collections:Faculty of Health Sciences and Sport Journal Articles

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