Differentiation and Integration of Research, Evidence-Based Practice, and Quality Improvement

Area of Science:

• Nursing Education
• Competency-Based Education

Background:

• Discrepancies exist in teaching research, evidence-based practice (EBP), and quality improvement (QI) across nursing academic levels.
• The Essentials: Core Competencies for Professional Nursing Education mandates demonstration of these competencies by students.
• Faculty require enhanced knowledge and skills to effectively teach research, EBP, and QI integration.

Purpose of the Study:

• To address the need for standardized education on research, EBP, and QI in nursing.
• To provide faculty with a clear framework for teaching the differences and integration of research, EBP, and QI.

Main Methods:

• An evidence-based approach was utilized.
• The approach integrated existing literature with the authors' practical experience as nurses and educators.
• An innovative educational tool was developed.

Main Results:

• An innovative table and figure format visually represents the distinctions and interdependence of research, EBP, and QI.
• This representation serves as a pedagogical tool for nursing faculty.

Conclusions:

• The developed materials clarify the evolving distinctions, commonalities, and synergistic relationships between research, EBP, and QI.
• This serves as a foundational framework for faculty development in nursing education.
• Enhances the teaching of essential nursing competencies.