Teaching Evidence-Based Practice Competencies to Meet Professional Practice Needs

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.