Elsevier

Journal of Professional Nursing

Volume 21, Issue 6, November–December 2005, Pages 345-350
Journal of Professional Nursing

Original Article
Educating for Evidence-Based Practice

https://doi.org/10.1016/j.profnurs.2005.10.008Get rights and content

Several countries have developed policy initiatives that require health care to be evidence based and health science students to study under an evidence-based curriculum as well as learn how to practice in an evidence-based way. Evidence-based nursing (EBN) is too new to have any actual research on which to base a curriculum. However, in the absence of evidence, several schools of nursing have moved or are moving forward. This article presents ideas and examples gleaned from colleagues around the world on the why's and how's of teaching EBN. Finally, this article calls for the funding and planning of an evaluation of evidence-based curricula and teaching strategies for continued development of the field.

Section snippets

Arguments Against Teaching EBN in Nursing Curricula

The first hurdle to face in moving toward an EBN curriculum is to overcome arguments against it. The most frequently encountered arguments experienced from nursing educators are explored subsequently.

Student Expectations and Evaluation Strategies

This section moves from whether to teach EBN to how to teach EBN. As noted, there is no available evidence evaluating curricula or teaching EBN. However, several people have postulated that more than a course on EBP is needed; rather, a paradigm shift is required to move from traditional education to curricula focused on the integration of EBP (Kessinich, Guyatt, & DiCenso, 1997; Fineout-Overholt & Johnston, 2005).

Curriculum possibilities across the spectrum of undergraduate and graduate

Conclusion

This article has emphasized that teaching research and statistics courses is not enough to enable graduates to practice in the evidence-based way that is demanded of current policies. The ideal curriculum revision is to integrate EBN across levels and courses, starting with deciding on expectations of student skills and performance at various levels, developing assignments that reflect those expectations, and offering faculty development as required. As with any planned change, a critical mass

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