Description/Overview: Purpose: This symposium will discuss using innovative strategies to engage undergraduate nursing students in an evidence based practice (EBP) and scholarly inquiry course. Rationale/Background: Nursing students are commonly faced with new terminology/concepts throughout their academic experience, and often unenthusiastic about enrolling in an EBP/scholarly inquiry course. Consequently, they have difficulty engaging in and applying the information learned to other courses and their practice. Therefore new and creative educational tactics are needed. Description: The College of Nursing teaches a three credit EBP/scholarly inquiry course where students learn about EBP/scholarly inquiry and demonstrate their understanding of this information through written and oral communication. The course was recently revised to include technology, object lessons and other innovative educational methods. Activities, games, and worksheets were added to enhance student engagement and emphasize discussions about EBP/scholarly inquiry and how that information can apply directly to future courses within the curriculum and clinical practice. As a result, students responded positively to course activities and were able to apply EBP/scholarly inquiry principles to future clinical courses and their practice. Outcomes Achieved/Conclusions: The symposium presentations will provide information on a) how to increase student engagement b), use interactive games and activities and c), implement technology in the classroom. Presentations will also offer examples of innovative teaching methods designed to engage and foster a spirit of inquiry in undergraduate nursing students.

Learner Objective #1: The learner will be able to discuss how faculty integrated innovative teaching methods, activities, and technology into a research and evidence based practice course.

Learner Objective #2: The learner will be able to identify the response of faculty and students to innovative teaching methods in a research and evidence based practice course.