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Published on: June 21, 2010
Teaching Evidence-Based Practice Competencies to Meet Professional Practice Needs
Annette M Bourgault1, Daleen Penoyer, Norma E Conner
1Author Affiliations: University of Central Florida, College of Nursing, Orlando, Florida (Drs Bourgault and Conner); and Strategic Innovations, Orlando Health, Orlando, Florida (Dr Penoyer).
Background:
Evidence-based practice (EBP) is a major concept threaded throughout nursing education, yet competencies are not clearly identified in The Essentials.
Purpose:
Nurse leaders'EBP competency expectations for professional practice were explored to inform competency-based education for students and practicing nurses. A secondary aim explored potential effects of misinformation on EBP.
Methods:
Descriptive qualitative inquiry was performed with a focus group of 6 clinical nurse leaders.
Results:
EBP expectations were identified, discriminating between novice entry level and advanced-level nurses. Participants emphasized asking questions, linking evidence to practice, and acknowledging that evidence changes over time. All advanced-level nurses were expected to apply, lead, and teach EBP. Post pandemic, nurses need to reclaim evidence-based practices, critically appraise evidence, and educate patients and families to address misinformation.
Conclusions:
Information learned will inform competency-based EBP education for students and nurses in academic and clinical settings.
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