Description/Overview: Evidence-based practice (EBP) as the standard of professional nursing is reflected in STTI’s policy statement including (2008); “…the responsibility of nurses to deliver care based on evidence…” For this standard to be actualized, EBP must be taught to students as the decision making process that underpins best practice, a foundational concept. This requires that EBP be taught across the curriculum, similar to other foundational concepts such as “caring” and “patient-centered care”. Foundational concepts do not reside in a single course, they are so fundamental to becoming a professional clinician; they are introduced and reinforced in every course. Currently EBP is being introduced into clinical curriculums across the globe and many academic institutions believe they are effectively “teaching EBP” by offering a single EBP course. A single EBP course may teach students the steps of the EBP process, but does not teach them EBP as a foundation of their practice. How will we shift thinking from beginning to teach EBP at all, to teaching it in a comprehensive way? This symposium provides insights from an EBP curriculum journey destined to imbed EBP across the curriculum and teach EBP as a foundational concept. In session one, the key role of leadership in promoting the full integration of EBP as a foundational concept across the curriculum will be presented will be discussed. In addition, a Faculty EBP immersion designed to provide faculty with an introduction to EBP will be presented. The second session focuses on providing ongoing education, support, guidance and mentoring of academic faculty learning EBP. The critical importance of an expert EBP team will be discussed. The final session will provide exemplars of integration of EBP into varied curricula and projects. Innovative ways that faculty has applied EBP knowledge and integrated EBP will be presented.

Learner Objective #1: 1. The learner will be able to discuss EBP as a fundamental concept that underpins nursing practice.

Learner Objective #2: 2. The learner will be able to describe exemplars of curricular integration of EBP content in BSN, MSN and doctoral course work.