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Evidence-based practice is an expected core competency of all health care clinicians regardless of discipline.Use of evidence-based practice means integrating the best research with clinical expertise and patient values to achieve optimal health outcomes.However, nurses have a responsibility to not just provide care, but also to teach and motivate patients to manage their disease as independently as possible.
While some seasoned nurses may spend less time teaching patients because they think the patient “won’t listen,” younger nurses may lack enough experience and confidence to believe that their teaching will truly make a difference.
Also, busy nurses who walk (or run) countless miles in any given shift, skip regular meals, and worry about whether they’ve “missed anything” may think that there’s simply not enough time to teach.
These recommendations are supported by the American Association of Critical-Care Nurses through the group’s advocacy of lifelong learning, inquiry, and critical thinking to enable nurses to make optimal contributions.
In this article, we describe EBP processes and present strategies to integrate EBP into academic nursing education.
This study aimed at characterizing the teaching strategies applied to nursing in order to develop critical thinking skills.
An integrative review was elaborated on the Web of Science and Cumulative Index of Nursing and Allied Health Literature (CINAHL) data base, with the descriptors critical thinking, nursing and teaching from 1987 to 2008.
The steps in the EBP process (Table 1) are used in the following material as an organizing framework.
and intellectual curiosity about practice in all levels of nursing students.
Because undergraduate nursing students have had less exposure to clinical settings, they often ask “how” and “what” questions, making the integration of EBP a natural process in the professional socialization of these future nurses.
More advanced students often ask “why” questions, providing faculty members the opportunity to foster intellectual curiosity by encouraging the students to think beyond the obvious and identify alternative explanations to explain patient data.