ABSTRACT
One of the challenges nurse educators face is choosing a textbook that ensures congruency within the discipline of nursing, national and global health priorities, and the mission of the university. This article discusses the development of a tool that evaluates course content concurrently with evidence. The need to critically link content analysis and evidence within clinical nursing textbooks is deemed important given the discipline’s imperative to prepare nurses to use the best evidence available for practice. The history and concept of evidence-based nursing practice is explored to develop an operational definition for the tool, which was designed to guide a realistic and expeditious process for this important faculty responsibility.
AUTHORS
Received: May 1, 2007
Accepted: November 29, 2007
Posted: March 27, 2009
Dr. Cassata is Assistant Professor, University of Illinois at Chicago, Chicago, Illinois; and Ms. Cox is Perinatal Clinical Nurse Specialist and Maternal-Child Department Head, U.S. Naval Hospital Okinawa, Okinawa, Japan.
Address correspondence to Linda C. Cassata, PhD, RN, Assistant Professor, University of Illinois at Chicago, 845 South Damen Avenue, Chicago, IL 60612; e-mail: Lcassa1@uic.edu.
doi:10.9999/01484834-20090515-02
