About the Authors Betty Key, EdD, MSN, CCRN, was an assistant professor, Capstone College of Nursing, The University of Alabama, Tuscaloosa, Alabama, when this research was conducted. She will join the faculty at Moffett and Sanders School of Nursing, Samford University, Birmingham, Alabama, in fall 2021. Clara R. Owings, EdD, MSN, FNP-BC, is an assistant professor; Cassandra Ford, PhD, MBA, RN, FAHA, is an associate professor; and Barbara Ann Graves, PhD, RN, is a professor, Capstone College of Nursing, The University of Alabama. Trent Robinson, PhD, is an instructor, Department of Psychology, The University of Alabama. For more information, contact Dr. Key at
Nurs Educ Perspect. 2022;43(4):249-251. doi: 10.1097/01.NEP.0000000000000877. Epub 2021 Sep 9.
Research has demonstrated the ability of evidence-based practice (EBP) to enhance quality and reliability of health care, improve health outcomes, and reduce cost and health disparities. Nursing curricula often lack best practices for teaching EBP, as well as actual EBP course content, objectives, and activities, to advance student understanding of EBP. The unfortunate results are nurse graduates who do not value or perceive that they can use EBP. This study implemented an EBP assignment assessing clinical practice guidelines as a means of improving EBP beliefs in senior-level nursing students.
研究表明，循证实践（EBP）能够提高医疗保健的质量和可靠性，改善健康结果，降低成本和减少健康差异。护理课程通常缺乏教授 EBP 的最佳实践，以及实际的 EBP 课程内容、目标和活动，以提高学生对 EBP 的理解。不幸的是，结果是护士毕业生不重视或认为他们不能使用 EBP。本研究实施了一项 EBP 作业，评估临床实践指南，作为提高高级护理学生 EBP 信念的一种手段。
