Historically, it has been shown that when patients receive evidence-based care, their outcomes improve by 28-35% (Heater 1998).
In 2003, the Institute of Medicine called for 90% of healthcare decisions to be evidence-based by 2020 in order to meet the goals set to achieve improved patient experiences and outcomes.
In 2009, Riley published 6 recommendations for achieving high reliability in healthcare organizations, which included a “culture of evidence-based practice”.
In 2010, Sammer et al. described the 7essential components of a culture of safety where EBP was one of the components.
Additional studies have been conducted to specifically examine the need for EBP in the academic setting. EBP Knowledge, Attitudes toward EBP and Future Use of EBP subscales demonstrated statistically significant increase in mean scores with advancing academic levels. (Brown, Kim, Stichler, & Fields, 2009). In addition, Baccalaureate graduates are more likely to feel adequately prepared when their programs have a higher percentage of faculty who teach both theory and clinical courses, teach the use of information technology, evidence-based practice, and integrate pathophysiology and critical thinking throughout the curriculum. (Li & Kenward, 2010).
The importance of integration of EBP in clinical practice is evident not only for experienced nurse clinicians but also those new to the practice arena. New graduates need to be well versed in evidence-based practice. It is the responsibility of faculty to provide education about evidence-based practice that will impact the care future nurses provide to patients in a healthcare setting.
EBP is mandated by national organizations and educational forums such as:
- Institute of Medicine Reports
- American Association of Colleges of Nursing (AACN)
- National League for Nurses (NLN)
- Quality and Safety Education for Nurses (QSEN)
Specifically, both the National League for Nursing and American Association of Colleges of Nursing Essentials provide educational frameworks for faculty for the development and integration of EBP into curricula.
American Association of Colleges of Nursing:
Essential III for Baccalaureate Education: Scholarship for Evidence Based Practice Professional nursing practice is grounded in the translation of current evidence into one’s practice.
Essential VIII for Master’s Education: Clinical Prevention and Population Health for Improving Health the Master’s prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.
Essential III for Doctoral Education: Clinical Scholarship and Analytical Methods for Evidence-Based Practice DNP programs focus on the translation of new science, its application and evaluation. In addition, DNP graduates generate evidence through their practice to guide improvements in practice and outcomes of care.
National League for Nursing:
Diploma or Associates Graduate
Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities.
Act as an evolving scholar who contributes to the development of the science of nursing practice by identifying questions in need of study, critiquing published research, and using available evidence as a foundation to propose creative, innovative, or evidence-based solutions to clinical practice problems.
Contribute to the science of nursing in one’s specialty area of practice by analyzing underlying disparities in knowledge or evidence; formulation research questions; and systematically evaluating the impact on quality when evidence-based solutions to nursing problems are implemented.
Disseminate practice-based knowledge by engaging in practice with an open mind, systematically studying the practice of other nurses, and reviewing extant research to formulate evidence-based proposals enhancing nursing.
Engage in the science of discovery by designing and implementing research studies and disseminating findings to improve nursing practice, nursing education, or the delivery of nursing services.
Evidence from research along with national initiatives to promote best practice and outcomes underpin the need to effectively teach EBP in academic settings. Many faculty are not well versed in EBP … “cannot teach what they do not know” (Hrabe in Levin & Feldman, 2013 pg. 208).
Academic faculty from all healthcare disciplines must become educated about the EBP process as well as how to integrate EBP content into individual courses as well as across the curriculum.
CTEP can help!
We can teach faculty “what EBP is”!
We can develop faculty “EBP mentors” who can lead the integration of EBP in your academic organization.
We can help faculty design appropriate EBP courses for undergraduate, graduate, and doctoral level students.
We can help faculty plan clinical experiences for undergraduate, graduate, and doctoral level students to build appropriate EBP knowledge and skills.
We can show faculty how to integrate EBP skill building into every course and every clinical experience.
We can facilitate curriculum design that reflects appropriate EBP content and experiences for all students.
The Center for Transdisciplinary Evidence-based Practice offers a variety of EBP immersion programs for faculty in academic settings.
The 5-day immersion focuses on faculty and academic administrators who desire to advance a culture with students and faculty in an educational organization. This program will provide the participant strategies for integrating EBP content into strategic plans, program descriptions, course syllabi and unit assignments.