Bottlenecks to Learning Evidence-Based Practice

Abstract

Background: Evidence-based practice (EBP) competency is an expected outcome of baccalaureate education; however, research indicates nursing graduates enter practice with competency gaps. Purpose: The purpose of this study was to explore the challenges accelerated baccalaureate students experience when learning the steps of EBP. Methods: A qualitative, descriptive design was used to identify bottlenecks to student learning. Results: Learning the steps of EBP in an accelerated format was challenging for students. Data analysis revealed 3 types of bottlenecks that stalled learning: cognitive, procedural, and emotional. Conclusions: Faculty build EBP competency by making explicit the steps that help students progress. Scaffolded learning, collaborative partnerships, and reflective practices are recommended to support student learning in accelerated formats.