| Learning Objective #1: Differentiate evidence-based medicine (EBM) from evidence-based nursing (EBN) and evidence-based practice (EBP)and relate educational strategies for each | |||
| Learning Objective #2: Articulate strategies for implementing evidence-based practice in the delivery of nurse practitioner primary care for global populations and relate technological methods to facilitate this implementation |
Evidence-Based Medicine (EBM), Evidence-Based Nursing (EBN), and Evidence-Based Practice (EBP) are concepts of growing interest in the education of healthcare providers globally. Yet, there exists a great deal of confusion within the nursing discipline regarding what these terms mean and how the concepts can be applied using selected educational strategies, Objectives: The purpose of this three-year study was to further explore the extent to which selected nurse practitioner students were prepared to utilize research findings in their primary care practice and to determine the degree to which preparing nurse practitioners through discrete courses designed to teach EBP might positively influence their subsequent primary care practice. Design and Methods: This paper is the result of a three-year descriptive study exploring the preparation of nurse practitioners in the area of EBP, the extent to which those nurse practitioner students upon graduation utilized EBP and the impact that implementation of discrete courses teaching EBP had on subsequent nurse practitioner primary care practice. Population, Sampling and Setting: The population of interest was a selected nurse practitioner program in which a convenience sample of nurse practitioner students enrolled in required nurse practitioner projects courses were evaluated between 2000 and 2003 in order to develop appropriate changes in the nurse practitioner curriculum regarding EBP. Findings and Conclusions: Results of the study indicate convergence between research utilization, EBM, EBN and EBP in nurse practitioner primary care. Findings are presented in terms of how teaching EBP can be implemented through discrete coursework that leads to paradigm shifts in clinical practice that is research based. Implications and Recommendations: Implications for nurse practitioner education and practice are drawn as they relate to furthering best practices of nurse practitioners from an international perspective. Recommendations for further research and those effective educational strategies for enhancing nurse practitioner evidence-based practice will be proposed.
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Sigma Theta Tau International
9 July 2003