Realizing APN‐Level Evidence‐Based Practice Efforts: A Multiple‐Skill Development Model

Objective: To test a nursing education model to facilitate development of the multiple research‐related critiquing, implementation, and entrepreneurial skills needed by master's students to promote effective EBP efforts. Design: Piloting a two‐course research experience model, students honed critiquing skills for evaluating evidence through an integrated literature review, developed implementation skills by designing and presenting an EBP‐change proposal to health care personnel (HCP), and developing entrepreneurial skills for promoting agency adoption of the change through an agency assessment and an evaluation of post‐presentation HCP responses. Population: Graduate nursing students in a Southwestern Pennsylvania college. Method: Teaching/learning strategies included didactic methods to summarize topics, interactive group work to hone collaborative and entrepreneurial skills, and assignments to hone critical‐thinking and presentation skills prior to presenting the proposal to HCP. A wrap‐up session was used to discuss the process and realities of attempts to implement EBP change. Findings: Using this model, examples of students' EBP change efforts included both fall‐risk assessment and prevention strategies and staff hand‐washing techniques/education in long‐term care facilities, self‐scheduling in an ICU, acrylic nail use by hospital HCP, and efforts to create NP roles in a same‐day surgery unit and a specialty plastic surgery practice. Conclusions: To realize EBP efforts, graduate students must develop a range of research‐related skills. The use of one nursing education model that added entrepreneurial skills to facilitate agency “buy‐in” for EBP change has been found to increase student interest both in evaluating research findings and in conducting EBP efforts. The model has been implemented as a capstone experience in the pilot institution. Implications: Advanced practice nurses play a pivotal role in bringing research into clinical practice. Nurse educators can facilitate APN student development into this role through the use of models that teach multiple research‐related skills for evaluating and selling EBP to HCP.