TED Talk: An Innovative Assignment to Learn Research and Evidence-Based Practice Concepts.

Background: Evidence-based practice (EBP) is key to improve outcomes and requires health care professionals to appraise research findings. Interpreting statistical findings can be daunting for nursing students.

Purpose: The purpose of this study was to evaluate student perception and satisfaction with a TED Talk assignment as an approach to understand concepts used to appraise evidence.

Methods: A descriptive design was used to survey students about their experience creating and delivering a TED Talk to their peers in an EBP course.

Results: The assignment helped students engage in learning research/EBP concepts, and they rated the assignment moderately helpful to understand components to appraise evidence. The majority of students were neutral toward or disagreed the TED Talk assignment was a satisfactory experience. Almost 60% of the students recommended the assignment be retained in the course.

Conclusions: The TED Talk assignment was not a universally satisfactory experience. Differences in faculty approach in the course sections may have influenced the findings.