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    Area of Science:

    • Nursing Education
    • Evidence-Based Practice (EBP)

    Background:

    • The Institute of Medicine (IOM) and American Association of Critical-Care Nurses emphasize EBP as a core nursing competency.
    • Deficits in faculty knowledge and skills hinder the teaching and implementation of EBP.
    • Effective EBP integration can reduce healthcare costs and improve patient outcomes.

    Purpose of the Study:

    • To develop educational resources aimed at enhancing nursing faculty's knowledge and competency in EBP.
    • To evaluate the effectiveness of these resources in a diverse academic setting.

    Main Methods:

    • A pre- and postsurvey design was employed.
    • Stevens' ACE Star Model of Knowledge Transformation and the Evidence Based Practice Readiness Inventory (ACE-ERI) were utilized.
    • The study focused on faculty within an RN-to-BSN program at a southeastern college.

    Main Results:

    • Faculty self-confidence in EBP competency significantly increased post-intervention (t(17) = -2.04, p = .028).
    • No significant change was observed in the EBP knowledge component of the ACE-ERI (t(17) = -0.576, p = .572).

    Conclusions:

    • Educational programs are crucial for improving nursing faculty readiness for EBP.
    • Targeted interventions can enhance confidence in EBP skills among nursing educators.