Evidence-based teaching practice in nursing education: Faculty perspectives and practices

Kathleen A. Kalb, Susan K. O'Conner-Von, Christine Brockway, Cindy L. Rierson, Sue Sendelbach

Research output: Contribution to journalArticlepeer-review

18 Scopus citations


PURPOSE: This national online study was conducted to describe nursing faculty perspectives and practices about evidencebased 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. METHOD: Nurse administrators of accredited nursing programs in the United States (A/= 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. CONCLUSION: EBTP in nursing education requires sustained institutional, administrative, and collegial support to promote faculty effectiveness and student learning.

Original languageEnglish (US)
Pages (from-to)212-219
Number of pages8
JournalNursing education perspectives
Issue number4
StatePublished - Jul 1 2015


  • Based practice
  • Evidence
  • Evidence-based education
  • Evidence-based teaching
  • Nursing education
  • Nursing education research


Dive into the research topics of 'Evidence-based teaching practice in nursing education: Faculty perspectives and practices'. Together they form a unique fingerprint.

Cite this