ABSTRACTOne identified problem is a struggle for RN-BSN students to understand and apply introductory and basic principles of quantitative research designs needed to implement evidence-based practice (EBP) in their workplace. The importance of this project is to enhance RN to BSN students’ knowledge of valuable quantitative research designs and their ability to utilize quantitative research in their professional nursing career, which is an integral part of EBP. By providing real-life knowledge and experience of live quantitative research projects, RN to BSN students can better understand and apply quantitative research in their clinical practice.

PICO QUESTIONIn RN-BSN students, how does the application of real-life examples of quantitative research design compared to traditional teaching methods affect students understanding and application of basic principles of quantitative research design needed to implement evidence-based practice (EBP) in the workplace?

LITERATURE REVIEWThrough conducting a thorough literature review, the following five themes were discovered:• Quantitative research design (1)

• Evidence-based practice (2)

• Critical thinking (3)

• Quantitative literacy (4)

• Research-to-practice gap (5)

Real-life Applications to Enhance RN-BSN Students’ Knowledge and Learning Quantitative

Research Design at Weber State University

Colby Bostock, BSN, RN, MSN Student

Project Plan and Implementation• Created instructional videos, using the following research designs in templates:

• Experimental• Quasi-experimental• Non-experimental

• Canvas Learning System was used to post the research designs.• Students enrolled in NRSG 4200, Scholarship for EBP, are expected to complete the assignment

termed distinguishing components of a quantitative study. The template used as part of the intervention is the same template used currently in NRSG 4200, Scholarship for EBP; however, the students are required to find a research article and complete the template on their own. The goal is to evaluate whether students can achieve the learning outcomes and whether the instructional videos and template examples help students learn the basic principles of quantitative research design.

Evaluation MethodsThe evaluation method includes the following:• The templates (Experimental, Quasi-experimental, and Non-experimental) utilized by the

students to complete the NRSG 4200, Scholarship for EBP assignment, distinguishing components of a quantitative study, assignment will be evaluated using a rubric that is currently utilized for evaluation of the assignment.

• The reason for keeping the same template, rubric, and student learning outcomes is to evaluate and compare student scores on the same assignment post-project implementation with student scores from previous semesters.

THEORETICAL FRAMEWORKThe theoretical framework chosen for this project is the adult learning theory by Malcolm Knowles. (6, 7)

• This theory is based on andragogy, which focuses on adult learning rather than youth learning.

• Knowles believed that adult learners are responsible for their own knowledge.

• Knowles created six assumptions of adult learners: need to know, self-concept, experience, readiness to learn, orientation to learning, and motivation.

• As a nurse, one needs to understand evidence related to quantitative designs to ensure that best practice is implemented. This aligns with the principle of Knowles’ theory that states that adult learning is problem-centered.

CONCLUSIONS• RN to BSN students’ understanding of

quantitative research design can be improved through the implementation of real-life examples.

• Students’ understanding of quantitative research design is imperative to clinical practice by improving patient safety and patient outcomes.

• When students have an adequate understanding of quantitative research designs, findings show enhanced nursing practice.

REFERENCES1. Rutberg, S., & Bouikidis, C. D. (2018). Exploring the evidence. Focusing on the fundamentals: A simplistic differentiation between qualitative and quantitative research. Nephrology Nursing Journal, 45(2), 209-213.

2. Wright-St Clair, V., Reid, D., Shaw, S. & Ramsbotham, J. (2014). Evidence-based health practice. South Melbourne: Oxford University Press.

3. Asknes, E. (2017). Using quantitative literacy to enhance critical thinking skills in undergraduate nursing students. Journal of Nursing Education, 56(4), 240-242. doi:10.3928/01484834-20170323-10

4. Asknes, E. (2017). Using quantitative literacy to enhance critical thinking skills in undergraduate nursing students. Journal of Nursing Education, 56(4), 240-242. doi:10.3928/01484834-20170323-10

5. Campbell, J. M., Umapathysivam, K., Xue, Y., & Lockwood, C. (2015). Evidence‐based practice point‐of‐care resources: A quantitative evaluation of quality, rigor, and content. Worldviews on Evidence‐Based Nursing, 12(6), 313-327. 10.1111/wvn.12114

6. McEwen, M., & Wills, E. M. (2014). Theoretical basis for nursing. Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams & Wilkins.

7. McEwen, M., & Wills, E. M. (2014). Theoretical basis for nursing. Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams & Wilkins.

PROJECT METHODOLOGYThe focus of the project is to promote student learning of quantitative research designs by implementing real-life examples of these designs in the curriculum, NRSG 4200, Scholarship for EBP. Learning Outcomes include the following:

1. The students will be able to compare and contrast the three major categories of quantitative research designs: experimental, quasi-experimental, and non-experimental.

2. The students will be able to compare and contrast independent, dependent, and extraneous variables.

3. The students will be able to analyze the ways to reduce the threats to internal and external validity in research.

4. The students will be able to determine sampling and data collection methods for quantitative research.

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