Background: Substantial discrepancies exist in how research, evidence-based practice (EBP), and quality improvement (QI) are taught to nursing students across academic levels. As nursing education programs adopt the new The Essentials: Core Competencies for Professional Nursing Education and move toward competency-based education, prelicensure and advanced nursing students will need to demonstrate research, EBP, and QI competencies; therefore, faculty must possess the knowledge and skills to teach these paradigms' differences and integration.

Method: An evidence-based approach that builds on the literature and our experience as nurses and educators was used to develop this educational innovation.

Results: An innovative representation in table and figure format of the differences and interdependence of research, EBP, and QI is presented herein.

Conclusion: These documents clarify the evolving differences, similarities, and synergies as a framework for faculty development. .

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Source
http://dx.doi.org/10.3928/01484834-20240514-01DOI Listing

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