Abstract
Evidence-based practice (EBP) is an important competency for family nurse practitioners (FNPs), and various EBP educational strategies have been used. This pretest– posttest cohort study evaluated the effects of capstone projects on EBP knowledge, attitude, practice, beliefs, and competence among 68 FNP students. After completion of the projects over 3 semesters, students’ EBP beliefs, knowledge, practice, and competence improved significantly. The students’ perception of EBP competence and the effectiveness of translational research courses were significant predictors of EBP practice at posttest. Capstone projects, as an experiential EBP educational strategy, appear to be effective in equipping FNP students with EBP competencies.
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