Exploring integrated threshold concept knowledge as a route to understanding the epistemic nature of the evidence-based practice mindset.

BACKGROUND

An evidence-based practice (EBP) mindset is the embodiment of the belief that a professional nursing identity requires consideration of research evidence in all practice encounters. Historical tensions between research and practice have contributed to practitioner and student resistance to research knowledge. Examining the troublesome nature of learning research may facilitate the development of teaching strategies to enhance the uptake of research in practice.

AIM

To use Timmermans and Meyer's Integrated Threshold Concept Knowledge Framework to explore the troublesome nature of learning research and evidence-based practice and identify how threshold concepts of EBP can be leveraged to understand the epistemic nature of the evidence-based practice mindset.

METHODS

A multimethod case analysis using a triangulated approach was applied to 169 written artifacts from 61 nursing students. Written artifacts included course assignments and a learning survey that were examined to identify troublesome EBP concepts.

RESULTS

Threshold concepts of EBP are leveled as foundational, application, or epistemic, with some concepts acting as prerequisites to others. Epistemic threshold concepts include awakening to the importance of research to nursing practice and discursive ability with research and EBP concepts.

CONCLUSION

Understanding the epistemic nature of EBP knowledge may be a route to identifying the most effective pedagogies to simulate transformative and irreversible EBP threshold concept knowledge. EBP concepts require mindful threading in nursing curriculums to startle students into epiphanies about the importance of research to practice.