Description/Overview: The impact Evidence-based Practice (EBP) has on quality and safety in healthcare is clear. Many professional nurses lack the knowledge, skills and attitudes to implement or sustain this crucial practice. Educators have a unique opportunity to improve clinical outcomes by working with nurses in graduate education programs preparing them for the work of EBP. While traditional barriers to EBP in practice include lack of time and insufficient resources, concerns from practicing nurses in educational settings include uncertainty about the process, anxiety in skill development, and lack of confidence in adoption and delivery of EBP. Educators are challenged to find innovative teaching strategies to effectively prepare professional nurses to translate course work into practice at the point of care. In an innovative approach to EBP education, faculty collaborate with Instructional Designers to focus on the affective domain of learning through the framework of Roger’s Diffusion of Innovations Theory. While nursing education often focuses on the cognitive domain, designing instruction in the affective domain promotes motivation, valuing, and internalizes meaning. Cognitive maps, graphic art, and multimedia instruction help students focus on self-efficacy and locus of control. This strategy is intended to reduce cognitive load and improve transition and implementation of research models from theory to practice. This symposium details the application of these affective learning strategies using the IOWA model of EBP intended to guide graduate nursing students to complete the steps of the Model with a current clinical nursing problem as the foundation. The presentations in this symposium build from the pedagogy of learning in the affective domain, to hands-on multi-media strategies including innovative presentation software and video assessments. It concludes with actual case exemplars. Outcomes of the innovation from course evaluations include videoed feedback and qualitative findings.