Abstract:
A qualitative study explored Alabama Associate Degree nurse educator confidence in teaching Evidence-Based Practice appraisal and utilization in the classroom. The purpose of this study was to explore Associate Degree nurse educators' teaching of Evidence-Based Practice, as shaped by their background, experiences, teaching strategies, confidence in understanding, and use of textbooks and resources. A purposive sample of seven participants was selected using ademographic questionnaire emailed to a database of Alabama Community College Systemcandidates. Semi-structured interviews examined how they discerned, critically appraised, and synthesized Evidence-Based Practice strategies for teaching. Factors relating to nurse educatorlevel of education, type of advanced nursing degree, or additional training, may have affectedconfidence or the desire for a better understanding of evidence-based pedagogy. The Alabama Community College System nursing curriculum provides limited guidance on Evidence-Based Practice theoretical frameworks to assist nurse educators with literacy standards (ACCS, 2016a,2016b, 2021). This study contributes to the science and art of nursing by starting a dialogue to encourage evidence-based education for Associate Degree nurse educators and programs. Potential deficits in confidence, knowledge for teaching Evidence-Based Practice, or the need for education, and guidance are identified for improved consistency and competencies in Associate Degree nursing programs.
