Differentiation and Integration of Research, Evidence-Based Practice, and Quality Improvement

Abstract

Background: Substantial discrepancies exist in how research, evidence-based practice (EBP), and quality improvement (QI) are taught to nursing students across academic levels. As nursing education programs adopt the new The Essentials: Core Competencies for Professional Nursing Education and move toward competency-based education, prelicensure and advanced nursing students will need to demonstrate research, EBP, and QI competencies; therefore, faculty must possess the knowledge and skills to teach these paradigms’ differences and integration. Method: An evidence-based approach that builds on the literature and our experience as nurses and educators was used to develop this educational innovation. Results: An innovative representation in table and figure format of the differences and interdependence of research, EBP, and QI is presented herein. Conclusion: These documents clarify the evolving differences, similarities, and synergies as a framework for faculty development.