There is a clear mandate to support evidence based practice (EBP) in health professions education (Institute of Medicine, 2002). As nurses struggle with how to access and implement EBP, nurse educators also struggle with fostering a culture of EBP within their own institutional settings. Self reflection and professional development as educators and clinicians were viewed as necessary components for implementation of EBP. This presentation focuses on the evolution of thinking and decision making regarding EBP and selection of educational strategies in three new graduate courses. In a disciplined assessment of their teaching practices, faculty reflected on own knowledge and skill of EBP as well as assessment of the infrastructure. and institutional support. Prochaska’s Transtheoretical Model of Health Behavior Change provided a useful frame work for understanding change in educational and organizational culture (Prochaska, & Velicer, 1997 ; Prochaska & Levesque ,2001). Application of this model assisted faculty in anticipating challenges and barriers in accepting and implementing EBP as well as the need to tailor strategies to the stage of the learner. By definition, evidence-based practice is a problem solving approach which includes three elements 1) identification and appraisal of the most relevant evidence: 2) clinical expertise, and 3) client preference (Melnyk & Fineout-Overholt, 2005). Application of this approach was pragmatic as faculty searched for relevant evidence to support course development and methods, assess stakeholders/client preferences, and identify strategies for promoting a culturally relevant and global perspective. Select examples of assignments (self reflection/philosophy, educational prescription, and evidence based paper, informatics skills) to promote a spirit of inquiry and critical appraisal skills are shared. Select learning outcomes in support of EBP are presented. Lessons learned and implications for educational and clinical practice are also addressed.

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