You're Teaching Evidence-Based Practice to BSN Students…But Are They Learning?
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Updated: Aug 6, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 22, 2010
Rebecca L Serfass1, Amy Hagedorn Wonder
1About the Authors Rebecca L. Serfass, RN, BA in psychology, conducted this study to fulfill the requirements for a baccalaureate honors project, Indiana University School of Nursing, Bloomington. Amy Hagedorn Wonder, PhD, RN, is an assistant professor, Indiana University School of Nursing, Bloomington. The authors thank Dr. Darrell Spurlock, Jr., for his statistical assistance and manuscript support. For more information, contact Dr. Wonder at awonder@iu.edu.
Abstract:
Although baccalaureate nursing programs often teach evidence-based practice (EBP), the effectiveness of targeted education to facilitate progressive EBP knowledge development is unclear. Rigorous, objective evaluation is vital for faculty to determine if students' EBP knowledge is advancing, stagnating, or declining as they progress toward program completion. In a study across multiple campuses of one traditional baccalaureate nursing program, EBP knowledge significantly improved between sophomore and junior levels, but not between junior and senior levels. These results highlight the importance of using evaluation to gauge the impact of curriculum on students' learning and progressive EBP knowledge development.
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