---

This presentation will show how a traditional research course can be revised to one that uses an evidence-based practice (EBP) philosophy and focus. Of greatest importance is the faculty's adherence to a philosophy, which supports the education of evidence users rather than evidence generators at the master's level of nursing education. The final products of the revised course – the syllabus and teaching/learning strategies – will be shared with participants. Basic principles to follow in preparing such a course are: 1) creating an awareness of the importance of research as a way to improve practice; 2) developing a critical perspective on practice (constantly asking focused, searchable clinical questions); 3) searching for the evidence to answer these questions; 4) broadening students' ability from critiquing individual studies to appraising systematic reviews (both qualitative and quantitative); and 5) using the above knowledge to assess the validity of and/or develop practice protocols. Key to the success of such a course is the students' involvement and participation through collaborative learning strategies. The presenter will compare student evaluation data from before and after the course revision.