Evidence-Based Teaching Practice in Nursing Education: Faculty Perspectives and Practices.
OBJECTIVE
This national online study was conducted to describe nursing faculty perspectives and practices about evidence-based teaching practice (EBTP).


BACKGROUND
Professional standards for nurse educator practice stress the importance of EBTP; however, the use of evidence by faculty in curriculum design, evaluation and educational measurement, and program development has not been reported.


METHODS
Nurse administrators of accredited nursing programs in the United States (N = 1,586) were emailed information about the study, including the research consent form and anonymous survey link, and invited to forward information to nursing faculty.


RESULTS
Respondents (551 faculty and nurse administrators) described the importance of EBTP in nursing education, used multiple sources of evidence in their faculty responsibilities, and identified factors that influence their ability to use EBTP.


CONCLUSIONS
EBTP in nursing education requires sustained institutional, administrative, and collegial support to promote faculty effectiveness and student learning.
Kathleen A
KA
Kalb
Susan K
SK
O'Conner-Von
Christine
C
Brockway
Cindy L
CL
Rierson
Sue
S
Sendelbach
D002983:Clinical Competence; D003479:Curriculum; D003625:Data Collection; D004506:Education, Nursing / Q000458:organization & administration*; D004521:Educational Measurement / Q000379:methods*; D055318:Evidence-Based Nursing / Q000458:organization & administration*; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D015402:Nursing Education Research; D018794:Problem-Based Learning / Q000379:methods*; D012959:Socioeconomic Factors; D013663:Teaching / Q000379:methods*; D014481:United States