Abstract
This study examined the association between faculty self-efficacy and attitudes toward teaching evidence-informed practice (EIP) and student self-efficacy and attitudes toward applying EIP. Novel instruments were developed and implemented. Forty-two faculty members and 121 students participated. No significant associations between faculty and students were found, and students would prefer more practical EIP assignments or opportunities to apply EIP in more meaningful ways. EIP-related curriculum at the institution may be more important than faculty self-efficacy and attitude or previous experience. Although faculty must be trained to teach EIP, focusing efforts on EIP-related curriculum may be more important.
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