The Role of a Nurse Educator: Integrating Evidence-Based Practice throughout Nursing Curricula
Submitted by Dr Angel Jennings PhD, MSN, RN-BC-Gero, CDP, CNE
Tags: clinical decisions decision-making Educational Practices Evidence-based nursing Nurse Education
Background and the author's perspective.
Evidence-based practice marries the best evidence available with clinical competencies and what the patient desires and values. Professional nurse standards underscore EBP as an essential competency that is to be a key in order to enhance patient care and the profession at large (Black, 2024). Notwithstanding this attention, research/practice gaps persist that are often explained by a lack of education. Nurse educators, being the bridge between research and practice, are well-placed to affect how nursing students value and apply evidence in every stage of their professional development.
Nursing Education: Evidence-Based Practice.
There is strong evidence from research that systematic EBP education enhances nursing students’ knowledge, attitude, and competencies. A recent review in a group of research work by Kim and colleagues (2024) found that nursing students who attended formal education measures of EBP demonstrated significantly higher critical thinking and critical appraisal skills than those who received only traditional education. Implementing EBP training in combination with general clinical instruction has demonstrated an effect on retention and utilization rates for clinical users. In fact, EBP principles covered in EBP theory, simulation and clinical courseware will lead an EBP student to become increasingly aware of its importance in patient care as well in the realm of professional responsibility.
Effective Teaching Strategies.
And the research tells us that active learning is the best practice from EBP education. Assessments include case studies, simulation, journaling and guided critique of research articles, thus encouraging student engagement and real-world applications. With the advent of COVID-19 pandemic in 2020, technology in education has become common. Altmiller and Pepe (2022) indicated that virtual simulation, online discussion forums and interactive learning tools underpinned quality and safety education without sacrificing learning results. Similarly, Chen et al. (2024) discovered that online EBP training substantially improved nurses’ confidence and attitudes towards EBP. In addition, EBP learning also benefits from academic-practice partnerships that offer an additional dimension for students with real-life experience. When working in association with clinical nurses who embody EBP practice, students appreciate how research contributes to routine practice (Fernández-Feito et al., 2025).
Nurse Educators Struggle.
There is good evidence for EBP education but there remain obstacles. Nurse educators commonly cite limited curriculum time, variable student readiness, and a lack of confidence in appraising research among their challenges to effective instruction. To combat these barriers, faculty development is essential; if we continue to develop professionally for EBP, educators can teach, model, and assess decision-making based on evidence. Promotion of faculty scholarship and research literacy results in a culture of inquiry conducive to the health system. Such research creates a better environment for inquiry, with benefits for both instructors and students at all levels alike.
Implications for Nursing Education.
Nurse educators who actively incorporate EBP concepts deliberately and intentionally into the curriculum are preparing their students to practice caring for individuals at risk, so that they may, when they leave school, produce safe treatment for patients and question obsolete or unsupported practice. Focusing on EBP promotes professional accountability, helps promote clinical judgment, strengthens clinical judgment and enables EBP-related attitudes, and fosters lifelong learning. Through demonstrating curiosity, reflective assessment and evidence-based decision-making, through role modeling, educators contribute to the development of nurses who are poised to lead quality improvement and lead quality improvement programs and the development of new-age healthcare needs.
Conclusion.
Nurse educators are at the center in promoting evidence-based practice in nursing education. Educators utilize active learning methods, effective technological applications as well as collaborations/academic-practice to help develop evidence–based practice integration. The ultimate purpose for strengthening EBP education is improving nursing competency and patient outcomes.
References
- Altmiller, G., & Pepe, M. P. (2022). Influence of technology on nursing education and quality and safety outcomes during the COVID-19 pandemic. Journal of Nursing Education, 61(2), 87–93. https://doi.org/10.3928/01484834-20220110-05
- Black, B. P. (2024). Professional nursing: Concepts & challenges (9th ed.). Elsevier.
- Chen, Y., Li, J., & Wang, L. (2024). Effects of online evidence-based practice training on nurses’ knowledge, attitudes, and skills. BMC Nursing, 23(1), 1–10.
- Fernández-Feito, A., Lana, A., González-García, M., et al. (2025). The association between nursing work environment and evidence-based practice. Worldviews on Evidence-Based Nursing, 22(6), 1–9. https://doi.org/10.1111/wvn.70082
- Kim, S., Park, J., & Lee, H. (2024). Effectiveness of evidence-based practice education programs for nursing students: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 21(5), 637.