Faculty knowledge, attitudes, and perceived barriers to teaching evidence-based nursing.

Area of Science:

• Nursing Education
• Evidence-Based Practice (EBP)

Background:

• Teaching evidence-based practice (EBP) is crucial for modern nursing education.
• Understanding nursing faculty's current EBP knowledge, attitudes, and barriers is essential for curriculum development.

Purpose of the Study:

• To measure nursing faculty's knowledge, attitudes, and perceived barriers to teaching evidence-based practice (EBP).
• To compare EBP teaching preparedness between master's and doctorally prepared faculty.

Main Methods:

• Utilized survey instruments including the Evidence-Based Practice Questionnaire and BARRIERS to Research Utilization Scale.
• Employed descriptive statistics, Pearson's correlations, and hierarchical multiple regression for data analysis.
• Surveyed nursing faculty from baccalaureate and master's programs in the southwestern United States.

Main Results:

• Faculty attitudes toward EBP were more positive than their knowledge, skills, and practice.
• Master's prepared faculty showed significantly higher EBP practice scores compared to doctorally prepared faculty.
• Traditional research knowledge did not directly correlate with supportive attitudes or skills in acquiring and appraising evidence for EBP.

Conclusions:

• Faculty's positive attitudes towards EBP do not fully translate into proficient knowledge or practice.
• Addressing the gap between attitude and practice is critical for integrating EBP into nursing curricula.
• Transforming nursing school culture requires understanding faculty's EBP teaching capabilities to ensure student mastery.