AIM: This article focuses on the nature and importance of evidence-based practice (EBP) as described in the teaching philosophy statements of academic nurse educators (ANEs). BACKGROUND: EBP is a core competency identified by the Institute of Medicine. Its incorporation into teaching philosophies expresses ANEs' ideas, values, and practices. METHOD: A mixed-method design using an online survey was used to collect and analyze demographic data and teaching philosophy statements from 375 ANEs. Coding was done via direct correct analysis. Themes were identified to capture the essence of the coded statements. RESULTS: EBP and its components were mentioned 275 times collectively; 44 ANEs specifically mentioned EBP in their teaching philosophies. other components were mentioned more frequently. three themes emerged: keeping up-to-date, setting up student success with EBP, and EBP as a teaching approach. CONCLUSION: The incorporation of EBP and its components was not widely acknowledged by ANEs.
AIM: This article focuses on the nature and importance of evidence-based practice (EBP) as described in the teaching philosophy statements of academic nurse educators (ANEs). BACKGROUND: EBP is a core competency identified by the Institute of Medicine. Its incorporation into teaching philosophies expresses ANEs' ideas, values, and practices. METHOD: A mixed-method design using an online survey was used to collect and analyze demographic data and teaching philosophy statements from 375 ANEs. Coding was done via direct correct analysis. Themes were identified to capture the essence of the coded statements. RESULTS: EBP and its components were mentioned 275 times collectively; 44 ANEs specifically mentioned EBP in their teaching philosophies. other components were mentioned more frequently. three themes emerged: keeping up-to-date, setting up student success with EBP, and EBP as a teaching approach. CONCLUSION: The incorporation of EBP and its components was not widely acknowledged by ANEs.