Teaching EBP: "Getting from zero to one." Moving from recognizing and admitting uncertainties to asking searchable, answerable questions.

Our first column introduced readers to the emergence of new research-related content in nursing and medical curricula: the teaching of skills necessary for health care professionals to practice from an evidential base. We intend to address in upcoming columns the ongoing dialogue among educators and researchers about how best to teach evidence-based practice (EBP). Each column will focus on one of the steps in the five-step model of EBP (Cook et al. 1992). We will present evidence from the literature that supports identified teaching approaches for each of the steps and complement the evidence with descriptions of our experiences as well as the experiences of others, along with practical tips for developing your methods of teaching and assessment. The five-step model of EBP is comprised of: