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Connecting Evidence-Based Practice and Clinical Practice Guidelines With Bachelor of Science in Nursing Students
Betty Key1, Clara R Owings, Cassandra Ford
1About the Authors Betty Key, EdD, MSN, CCRN, was an assistant professor, Capstone College of Nursing, The University of Alabama, Tuscaloosa, Alabama, when this research was conducted. She will join the faculty at Moffett and Sanders School of Nursing, Samford University, Birmingham, Alabama, in fall 2021. Clara R. Owings, EdD, MSN, FNP-BC, is an assistant professor; Cassandra Ford, PhD, MBA, RN, FAHA, is an associate professor; and Barbara Ann Graves, PhD, RN, is a professor, Capstone College of Nursing, The University of Alabama. Trent Robinson, PhD, is an instructor, Department of Psychology, The University of Alabama. For more information, contact Dr. Key at bkey@samford.edu .
Abstract:
Research has demonstrated the ability of evidence-based practice (EBP) to enhance quality and reliability of health care, improve health outcomes, and reduce cost and health disparities. Nursing curricula often lack best practices for teaching EBP, as well as actual EBP course content, objectives, and activities, to advance student understanding of EBP. The unfortunate results are nurse graduates who do not value or perceive that they can use EBP. This study implemented an EBP assignment assessing clinical practice guidelines as a means of improving EBP beliefs in senior-level nursing students.
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