A collaborative approach to engaging undergraduate students in learning and developing evidence-based practice

Background: Students often have difficulty engaging with evidenced-based practice (EBP) courses that are largely theoretical and lack clinical relevance. This may result in graduates lacking vital skills to critique participate quality improvement. Approach: paper describes the development implementation of a collaborative academic healthcare industry-based course linked aspects EBP. undertook improvement project during experience. Course assessments were designed provide feedback on progression projects, integration practical EBP dissemination findings. Conclusions: The required substantial collaboration between university industry partners identify clinically relevant projects coordinate mentorship support students. demonstrated significant level partnership resulted improvements increased student engagement learning about, producing implementing