K Brooke Kistler, Deborah E Tyndall, Annette Peery
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Bottlenecks to Learning Evidence-Based Practice: Recommendations for Nursing Faculty.
Background: Evidence-based practice (EBP) competency is an expected outcome of baccalaureate education; however, research indicates nursing graduates enter practice with competency gaps.
Purpose: The purpose of this study was to explore the challenges accelerated baccalaureate students experience when learning the steps of EBP.
Methods: A qualitative, descriptive design was used to identify bottlenecks to student learning.
Results: Learning the steps of EBP in an accelerated format was challenging for students. Data analysis revealed 3 types of bottlenecks that stalled learning: cognitive, procedural, and emotional.
Conclusions: Faculty build EBP competency by making explicit the steps that help students progress. Scaffolded learning, collaborative partnerships, and reflective practices are recommended to support student learning in accelerated formats.
期刊介绍：
Nurse Educator, a scholarly, peer reviewed journal for faculty and administrators in schools of nursing and nurse educators in other settings, provides practical information and research related to nursing education. Topics include program, curriculum, course, and faculty development; teaching and learning in nursing; technology in nursing education; simulation; clinical teaching and evaluation; testing and measurement; trends and issues; and research in nursing education.
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