Teaching Strategies to Support

and informatics, had not been incorporated into the basic fabric of the education of health care providers. As a result of educational deficiencies related to the incorporation of EBP into educational settings, the American Association of Colleges of Nursing, the association that guides baccalaureate and graduate nursing education curricula, identified “scholarship for evidence-based practice” as an essential of baccalaureate nursing education. At the master’s level, the goal of the research component of the curriculum is to prepare clinicians who are proficient in the use of research. The American Association of Colleges of Nursing has identified research findings as the basis for clinical and organizational decision making at all practice levels. These recommendations are supported by the American Association of Critical-Care Nurses through the group’s advocacy of lifelong learning, inquiry, and critical thinking to enable nurses to make optimal contributions. In this article, we describe EBP processes and present strategies to integrate EBP into academic nursing education. The strategies can be used by faculty and nursing preceptors Charlene A. Winters, PhD, ACNS-BC Rebecca Echeverri, MN, ACNS-BC Teaching Strategies to Support Evidence-Based Practice Academic Education