Nurse Practitioner Educators' Perceived Knowledge, Beliefs, and Teaching Strategies Regarding Evidence-Based Practice: Implications for Accelerating the Integration of Evidence-Based Practice Into Graduate Programs
Melnyk BM, Fineout-Overholt E, Feinstein NF, Sadler LS, Green-Hernandez C. Nurse Practitioner Educators' Perceived Knowledge, Beliefs, and Teaching Strategies Regarding Evidence-Based Practice: Implications for Accelerating the Integration of Evidence-Based Practice Into Graduate Programs. Journal Of Professional Nursing 2008, 24: 7-13. PMID: 18206837, DOI: 10.1016/j.profnurs.2007.06.023.Peer-Reviewed Original ResearchMeSH KeywordsCurriculumEducation, Nursing, GraduateEvidence-Based MedicineFaculty, NursingHealth Knowledge, Attitudes, PracticeHumansNeeds AssessmentNurse PractitionersPediatric NursingTeachingUnited StatesConceptsEvidence-based practiceSelf-reported knowledgeTeaching strategiesEducators' knowledgeFoundational coursesSpecialty coursesGraduate programsTeaching of EBPNurse practitioner educatorsNurse educators' knowledgeParticipants' self-reported knowledgeAssociation of FacultiesNurse practitioner curriculaNurse Practitioner FacultiesPerceived knowledgeBenefits of EBPKnowledge of EBPTeaching practicesAcademic curriculumGraduate educationAcademic programsGraduate facultyEducational programsClinical competencyFaculty