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    Nursing education and evidence-based practice
    (Maltepe Üniversitesi, 2019) Theofanidis, Dimitrios; Polichroniadis, George
    INTRODUCTION: One aspect of evidencebased nursing education is the ability to learn, appraise and adopt research findings. The use of Evidence-Based Practice, (EBP), is the art and skill of integrating all appropriate research findings in conjunction professional reasoning, clinical expertise, and additionally, patient’s own contributions and their individual circumstances. In this sense, EBP enables clinical staff to provide the best possible quality of care to meet the complex demands of their patients and families. AIM: the main objectives of this paper are: - to describe the processes of EBP and show strategies which may integrate EBP into professional nursing education. – to unfold the challenges of implementing EBP within contemporary nursing curricula. METHOD: A critical appraisal of the EBP nursing literature was undertaken within the last decade via Google scholar, Cinhal and Medline using the following keywords separately and in combination: EBP, Nursing Curricula, Nursing Education. RESULTS: The most valued applied educational intervention that integrates EBP in nursing education includes: -Discussing the nursing intervention, levels of evidence, and the quality of resources used to gather information –Offering practical suggestions to reinforce EBP during actual clinical experiences and conferences which also allow students time to discuss suitable strategies and solutions. –Collaborating with clinical managers, nurses, faculty staff and students to discuss topics such as their clinical experiences, practice-based articles, research reports, and clinical guidelines. The outcome of this review clearly indicates the need for students to find to find empirical evidence which shows and supports nursing interventions that should be implemented during clinical practice. DISCUSSION: By using real-life situations from clinical experiences, nurse students can learn to devise appropriate clinical questions; gather valid information accordingly, evaluate the kudos and relevance of the evidence; and finally adapt this information into their daily practice. Conclusions: For nurse tutors and students to maximize the best use of EBP, they should be able to reach a level of competence whereby they can: critically discussed search evidence, evaluate the nature of evidence, discuss critically the concept of EBP in nursing, understand the process of systematic search of the literature, appraise critically the skills required to implement evidence in clinical practice.