Learning Objective #1: The learner will identify strategies to determine organizational readiness for EBP.

Learning Objective #2: The learners will explore the ideas of culturally competent care as it relates to EBP.

---

Evidence-based practice (EBP) initiatives are the current focus of an on-going international exchange between Jinan University Hospital in China and Saginaw Valley State University (SVSU). The initiative has centered on the exchange of faculty and students for many years, but the new direction is adding an evidence-based practice (EBP) focus. Nurses at the university-associated hospital in Guangzhou China posed EBP practice questions for the first time to students in a Critical Thinking and Communication class at SVSU. The Stetler Model was used as the students directed the evidence to a practice environment very different from their own. Cultural competency assumed new meanings as the students interacted with a health care system and patient population different from their own. The ARCC Model (Advancing Research in Clinical Practice through Close Collaboration) by Melnky and Fineout-Overhalt suggested that the organizational readiness of a practice environment is important when moving to an EBP orientation. Therefore, the Chinese scholar currently in residence at SVSU with additional assistance from other scholars completed the translation of the Organizational Readiness. This survey was completed at Jinan University Hospital. The model further suggested the use of EBP mentors, so the current Chinese scholar is taking classes and working with student EBP projects to become an EBP mentor in China. Important insights as to the nature of questions asked in other cultures, availability of resources, role of health care professionals, and interpretation of EBP in other cultures have been identified.