Introduction/Purpose: Nursing clinicians and educators clearly identify the connections between excellence in practice and implementation of evidence-based practice. Descriptions of what constitutes evidence-based practice continue to remain variable; no consensus has been reached on how to define this important area. Data from prior studies conducted by this researcher (2002; 2004; 2005) reveals: (1) variation in the definitions of evidence-based practice held by both clinicians and students; and (2) learning about evidence-based practice occurs primarily in formal graduate level educational programs. Information is limited comparing how students in undergraduate and associate degree nursing programs define, and perceive evidence-based practice.  The purpose of this project is to survey nursing students at all levels of their graduate, undergraduate, and associate degree nursing programs; and compare their views of evidence-based practice. The research question for this project is: “What are nursing students' definitions and perceptions of evidence-based practice?”

Methodology: Non-random sampling methods are employed to obtain data for this descriptive survey. Graduate, undergraduate, and associate degree nursing students currently enrolled in selected nursing programs in the San Francisco Bay Area will be surveyed from November, 2005-April, 2006. The 4-6 item evidence-based practice survey questionnaire and brief demographic questionnaire developed and used by the researcher (2002; 2004; 2005) will be used to collect data. Content analysis will be used to analyze the evidence-based practice questionnaire data; descriptive statistics will be used to quantitatively analyze demographic data.

Results: Data collection for this study is in progress and will be completed by April, 2006.

Summary and Implications: Definitions of evidence-based practice remain varied but are learned primarily in formal nursing education programs. A comparison of graduate, undergraduate, and associate degree nursing students' perceptions of evidence-based practice may enhance understanding of this important area.