Integrating best practice guidelines into the nursing curriculum: an implementation report from University of Calgary in Qatar

AIM: This descriptive review describes the integration and graduate impact of the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines (BPGs) into the "concept and competency-based" nursing curriculum at the University of Calgary in Qatar (UCQ). BACKGROUND: The RNAO BPGs are integrated into clinical practice areas worldwide. However, the extent and effect of undergraduate nursing student preparation for using BPGs in clinical and professional practice have yet to be described. DESIGN: This descriptive review examines the context, strategies, and impact of incorporating BPGs into nursing curricula using data extracted from curriculum mapping, course outlines, surveys, and student evaluations. METHOD: The review analyzes curriculum mapping, course outlines, student surveys, and program evaluations to assess the integration of RNAO BPGs into the UCQ nursing curriculum. RESULTS: The integration of BPGs into the concept and competency-based nursing curriculum was evidenced by a year-over-year increase and scaffolding of BPGs in the course outlines. The impact is reflected in the teaching strategies aligning well with the curriculum plan. Nursing program evaluation results showed that UCQ nursing graduates applied and advocated for BPGs in their professional nursing practice. CONCLUSION: UCQ strategically integrated BPGs into its concept and competency-based curriculum through scaffolding and active teaching strategies. This approach enhanced practical learning, leading to increased BPG utilization in clinical practice and improved patient outcomes. The findings offer valuable insights for academic institutions on effective RNAO BPG integration. SPANISH ABSTRACT: http://links.lww.com/IJEBH/A575.