Evidence-based Instructional Practices Research Articles

Teaching Evidence-Based Practice Competencies to Meet Professional Practice Needs.

Evidence-based practice (EBP) is a major concept threaded throughout nursing education, yet competencies are not clearly identified in The Essentials. Nurse leaders' EBP competency expectations for professional practice were explored to inform competency-based education for students and practicing nurses. A secondary aim explored potential effects of misinformation on EBP. Descriptive qualitative inquiry was performed with a focus group of 6 clinical nurse leaders. EBP expectations were identified, discriminating between novice entry level and advanced-level nurses. Participants emphasized asking questions, linking evidence to practice, and acknowledging that evidence changes over time. All advanced-level nurses were expected to apply, lead, and teach EBP. Post pandemic, nurses need to reclaim evidence-based practices, critically appraise evidence, and educate patients and families to address misinformation. Information learned will inform competency-based EBP education for students and nurses in academic and clinical settings.

A Comparison of Evidence-Based Practice Training With and Without Postimmersion Follow-up.

The aim of this study was to determine best practice for evidence-based practice (EBP) education that leads to implementation. Current methods of teaching EBP do not reliably translate to implementation. Participants in an EBP immersion were compared with participants in EBP immersion plus a follow-up EBP course. The EBP immersion group implemented 18% of their initiatives. The EBP immersion plus the follow-up EBP course implemented 35% of their initiatives, and an additional 22% were in the process of implementation. Evidence-based practice education may not be sufficient in promoting EBP implementation. Additional ongoing support may be needed to bring EBP initiatives through implementation.

Exploring child welfare worker wellbeing, organizational social context, and staff recommendations for change: a mixed method case study

ABSTRACT Unpacking evidence-based practice in social work education: a scoping review Child welfare workers are the link between families and the system and are tasked with assessing and mitigating child maltreatment. While US-based research suggests that organizations are prime for child welfare workers to experience poor overall wellbeing, there is a dearth of research in Canada. This mixed method case study explored workers’ levels of burnout, secondary trauma, and compassion satisfaction, and the organizational social context. Qualitative recommendations to promote wellbeing include, Help us help families, Listen to me and appreciate me, Give us time to breathe, Give me my independence, We want to connect, and We are fighting the system.

Academic-practice partnerships in evidence-based nursing practice: A theory-guided scoping review.

Academic-practice partnerships have the potential to solve many challenges in evidence-based nursing practice which is crucial for high-quality care. To identify the existing knowledge on academic-practice partnerships in evidence-based nursing practice. We conducted this review following the Joanna Briggs Institute scoping review methodology. We performed a comprehensive literature search of nine databases as well as five websites for gray literature. Two researchers independently conducted literature screening and data extraction and analysis. A third researcher was involved when needed. Dedicated time, dedicated resources, and compatible goals were found to be the top three inputs in academic-practice partnerships for evidence-based nursing practice. Meeting and discussion were the most popular forms of activities. Sufficient resources were the most important facilitators. Insufficient resources, insufficient time, and communication issues were the top three barriers. The assumption proposed in the practice-academic partnership logic model (i.e., inputs plus activities can lead to outputs and outcomes) was preliminarily verified by the results of this review in the context of evidence-based nursing practice. Academic-practice partnerships can leverage the advantages of both sides to overcome barriers and promote evidence-based nursing practice. However, it is essential to conduct a broader range of high-quality studies. Such endeavors could offer more comprehensive evidence for refining the framework of academic-practice partnerships in evidence-based nursing practice. IMPLICATIONS FOR NURSING EDUCATION, PRACTICE, POLICY AND RESEARCH: The "theoretical framework of academic-practice partnerships in evidence-based nursing practice" could theoretically guide academic and clinical nursing staff to collaborate on evidence-based nursing practice and related research and education programs. The academic-practice partnerships in evidence-based nursing practice could lead to a win-win situation for both the academic and the clinical sides. Furthermore, the results of this study provide an evidence-based foundation for policymakers to develop supportive policies for academic-practice partnerships in evidence-based nursing practice.

More frequent utilization of evidence-based teaching practices leads to increasingly positive student outcomes

IntroductionEvidence-based teaching (EBT) practices benefit students, yet our understanding of how frequently these strategies should be utilized in STEM courses is less established.MethodsIn this study, students (n = 894) of faculty who learned about how to implement EBTs from the Summer Institutes for Scientific Teaching were surveyed. The students rated the frequency of implementation of six types of EBTs after the course and completed a follow-up survey one year later to examine long-term outcomes.ResultsClass and student-level analyses indicated that students who reported being exposed to EBTs every couple of classes also reported that they learned more and had a higher ability to work in groups when compared to students who were exposed to EBTs less frequently.DiscussionThe results will help instructors and faculty development professionals understand how frequently EBTs should be incorporated when designing and modifying courses.

Using Health Claims to Teach Evidence-Based Practice to Healthcare Students: A Mixed Methods Study

Background A multifaceted and interactive teaching approach is recommended for achieving proficiency in evidence-based practice, with critical thinking considered vital for connecting theory and practice. In this context, we advocate the strategic use of health claims in media to promote critical thinking and provide an accessible entry point to evidence-based practice for early-stage university healthcare students. Method We conducted a convergent mixed methods study, including a cross-sectional survey with structured and open-ended questions as well as focus group interviews, at the Faculty of Health Sciences, Oslo Metropolitan University, during the 2020-2021 academic year. Participants were bachelor’s students in bioengineering, physiotherapy, social education, and occupational therapy. We employed a blended learning approach, combining digital learning resources, teaching in critical assessment of health claims and evidence-based practice, and a concurrent group exam assignment centered around health news. The outcome measures included students’ experiences integrating health claims into evidence-based practice teaching and their experiences with teaching approaches, including the group exam. Results Out of 446 participants, 136 (30.5%) responded to the structured questions in the survey. In response to the open-ended questions within the survey, 109 (80.1%) of the respondents shared positive experiences about the course, while 98 (72%) suggested improvements. Additionally, 25 students participated in focus group interviews. Synthesizing the results, we found that students viewed the inclusion of health claim assessment as a useful entry point for learning evidence-based practice. In addition, both the blended learning design and the group exam were identified as contributors to a positive perception of learning outcomes from the course. Conclusions Integrating critical reflection on media health claims into evidence-based practice education, alongside a blended learning approach and a group exam, may be beneficial for educating bachelor’s healthcare students. However, further rigorous study designs are needed to assess the effect of the course on learning outcomes. Registration DOI 10.5281/zenodo.6985449

Prior experiences as students and instructors play a critical role in instructors’ decision to adopt evidence-based instructional practices

BackgroundThere has been a growing interest in characterizing factors influencing teaching decisions of science, technology, engineering, and mathematics (STEM) instructors in order to address the slow uptake of evidence-based instructional practices (EBIPs). This growing body of research has identified contextual factors (e.g., classroom layout, departmental norms) as primary influencers of STEM instructors’ decision to implement EBIPs in their courses. However, models of influences on instructional practices indicate that context is only one type of factor to consider. Other factors fall at the individual level such as instructors’ past teaching experience and their views on learning. Few studies have been able to explore in depth the role of these individual factors on the adoption of EBIPs since it is challenging to control for contextual features when studying current instructors. Moreover, most studies exploring adoption of EBIPs do not take into account the distinctive features of each EBIP and the influence these features may have on the decision to adopt the EBIP. Rather, studies typically explore barriers and drivers to the implementation of EBIPs in general. In this study, we address these gaps in the literature by conducting an in-depth exploration of individual factors and EBIPs’ features that influence nine future STEM instructors’ decisions to incorporate a selected set of EBIPs in their teaching.ResultsWe had hypothesized that the future instructors would have different reasoning to support their decisions to adopt or not Peer Instruction and the 5E Model as the two EBIPs have distinctive features. However, our results demonstrate that instructors based their decisions on similar factors. In particular, we found that the main drivers of their decisions were (1) the compatibility of the EBIP with their past experiences as students and instructors as well as teaching values and (2) experiences provided in the pedagogical course they were enrolled in.ConclusionsThis study demonstrates that when considering the adoption of EBIPs, there is a need to look beyond solely contextual influences on instructor’s decisions to innovate in their courses and explore individual factors. Moreover, professional development programs should leverage their participants past experiences as students and instructors and provide an opportunity for instructors to experience new EBIPs as learners and instructors.

Interventions, methods and outcome measures used in teaching evidence-based practice to healthcare students: an overview of systematic reviews

BackgroundTo fully implement the internationally acknowledged requirements for teaching in evidence-based practice, and support the student’s development of core competencies in evidence-based practice, educators at professional bachelor degree programs in healthcare need a systematic overview of evidence-based teaching and learning interventions. The purpose of this overview of systematic reviews was to summarize and synthesize the current evidence from systematic reviews on educational interventions being used by educators to teach evidence-based practice to professional bachelor-degree healthcare students and to identify the evidence-based practice-related learning outcomes used.MethodsAn overview of systematic reviews. Four databases (PubMed/Medline, CINAHL, ERIC and the Cochrane library) were searched from May 2013 to January 25th, 2024. Additional sources were checked for unpublished or ongoing systematic reviews. Eligibility criteria included systematic reviews of studies among undergraduate nursing, physiotherapist, occupational therapist, midwife, nutrition and health, and biomedical laboratory science students, evaluating educational interventions aimed at teaching evidence-based practice in classroom or clinical practice setting, or a combination. Two authors independently performed initial eligibility screening of title/abstracts. Four authors independently performed full-text screening and assessed the quality of selected systematic reviews using standardized instruments. Data was extracted and synthesized using a narrative approach.ResultsA total of 524 references were retrieved, and 6 systematic reviews (with a total of 39 primary studies) were included. Overlap between the systematic reviews was minimal. All the systematic reviews were of low methodological quality. Synthesis and analysis revealed a variety of teaching modalities and approaches. The outcomes were to some extent assessed in accordance with the Sicily group`s categories; “skills”, “attitude” and “knowledge”. Whereas “behaviors”, “reaction to educational experience”, “self-efficacy” and “benefits for the patient” were rarely used.ConclusionsTeaching evidence-based practice is widely used in undergraduate healthcare students and a variety of interventions are used and recognized. Not all categories of outcomes suggested by the Sicily group are used to evaluate outcomes of evidence-based practice teaching. There is a need for studies measuring the effect on outcomes in all the Sicily group categories, to enhance sustainability and transition of evidence-based practice competencies to the context of healthcare practice.

Refining and adapting the measurement properties of evidence-based practice measures for physiotherapy students.

There is a lack of reliable and valid evidence-based practice (EBP) measures for physiotherapy students. This study validated EBP-student (EBP-S) measures for physiotherapy students. EBP measures developed from previous research were cross-culturally validated for use by physiotherapy students. The adapted EBP-S consisted of six measures: use of EBP, EBP activities, EBP knowledge, self-efficacy for EBP, attitudes towards EBP, and perceptions of the teaching and assessment of EBP in the curriculum. The final version was completed by physiotherapy students (n = 335). The psychometric properties for each EBP-S measure were estimated, including construct validity using Rasch model, internal consistency reliability using person separation index (PSI), test-retest reliability using intraclass correlation coefficient (ICC), and differential item functioning (DIF). Two formative measures (use of EBP and EBP activities) were only linguistically modified for use with students. A Rasch model was applied to the other four reflective measures. For knowledge, 55% (6/11) items fit the Rasch model with chi-square fit statistic (χ2) = 34.46, p = 0.08; PSI = 0.85. For self-efficacy, 89% (8/9) items fit the Rasch model with χ2 = 25.11, p = 0.80; PSI = 0.89. For attitudes, 62% (8/13) items fit the Rasch model with χ2 = 61.49, p = 0.00; PSI = 0.71. For perception of the teaching and assessment of EBP in the curriculum, 62% (8/13) items fit the Rasch model with χ2 = 80.99, p = 0.45; PSI = 0.92. perception of the teaching and assessment of EBP in the curriculum showed DIF in three items. The ICCs ranged between 0.80 and 0.98. The EBP-S measures were validated for physiotherapy students, including the testing of psychometric properties, which were not tested in the original studies. Further refinements should be considered for the use of the EBP-S with other groups of students or if changes are applied to the current curriculum.

Undergraduate Medical Education Curriculum Reforms in Pakistan: A Mixed Methods Study of Academic Leadership Perspectives.

Periodic revision of undergraduate medical education (UGME) curricula is an essential part of evidence-based educational practices. Pakistan's national UGME curriculum, last updated in 2005, was reviewed, and recommended updates were made in 2022. The authors explore academic medical school leaders' perspectives about the proposed reforms, gaps within the existing curriculum, and how to ensure the reform implementation is effective, collaborative, and feedback-driven. Using a mixed methods approach, data were collected from April-July 2022. Academic leadership (principals, who could designate vice principals or medical educators) at all medical schools across Pakistan (n = 117) were invited. Agreement with each of 20 proposed reforms was measured via a survey employing a Likert scale. A semi-structured interview guide expanded on the survey questions with probes. Eighty-eight survey responses, from private (59; 67.0%) and public (29; 33.0%) institutions, were obtained (75.2% response rate). Participants recommended most of the proposed reforms. The 3 reforms that received the highest agreement were teaching professionalism as an integral part of the curriculum (83; 94.3%), mandating bedside procedural skills training (80; 90.9%), and including patient safety in the UGME curriculum (79; 89.8%). Including multidisciplinary tumor boards and surgical oncology had the lowest agreement (26; 29.5%). Fifteen interviews were conducted, which revealed 3 major themes: perceptions about changes to the curricular content; limitation of human and financial resources as barriers to reform implementation; and recommendations for effective implementation of an updated curriculum. The findings reflect an overall positive attitude of academic medical school leadership toward the 20 proposed UGME curriculum reforms, which could aid with on-the-ground implementation. However, major limitations, such as a lack of trained faculty and financial resources, must be addressed. The authors propose future research on the resources required for implementing UGME reforms and the reforms' impact after national implementation.

Evidence-based practice education in physical medicine and rehabilitation residency programs: A Canadian national survey.

The current extent and quality of evidence based practice (EBP) training for physiatrists is unclear at this time. Training of EBP is also available to residents in Canada. The extent, quality and impact of the training was explored. Cohort study Results: about half of the Canadian programs reported a formal EBP curriculum. The most frequently reported method of providing EBP education were resident participation in journal club. Despite the increasing integration of EBP into residency program education, there remains a critical lack of knowledge and skills for implementation of EBP into clinical practice among Canadian PM&R residency programs.

Mapping research on evidence-based practice in education: a mixed analysis

This work is a review approach to the scientific literature on evidence-based practice in teaching/learning processes carried out through a bibliometric study and a content analysis. A total of 1,868 documents extracted from the WOS database were analysed, from which the 100 most cited documents in the last twenty years were selected for an in-depth analysis of the topics addressed in the studies. This study made it possible to identify a growing trend in the number of studies carried out in recent years, the weight of different countries, including the USA, reference authors, sources to be consulted to learn more, and the existing collaboration and co-citation networks. In addition, the content analysis results show the diversity of methodologies, techniques, and resources endorsed for their effectiveness in improving education, professional development, and the effects on participants' performance. With or without technology, evidence-based practices are implemented in different contexts and with diverse populations, such as students with special educational needs. However, studies focused on the training of health professionals predominate. Este trabajo es una aproximación a la literatura científica sobre la práctica basada en la evidencia en los procesos de enseñanza/aprendizaje, realizada a través de un estudio bibliométrico y un análisis de contenido. Se analizaron un total de 1,868 documentos extraídos de la base de datos WOS, de los cuales se seleccionaron los 100 más citados en los últimos veinte años, para la profundización en las temáticas abordadas en los estudios. La realización de este estudio permitió identificar una tendencia creciente en el número de estudios realizados en los últimos años, el peso de diferentes países entre los que destaca EE. UU., autores de referencia, fuentes a las que acudir para saber más o las redes de colaboración y cocitación existentes. Además, los resultados del análisis de contenido muestran la diversidad de metodologías, técnicas y recursos avalados por su eficacia parala mejora de la educación, el desarrollo profesional y los efectos en el rendimiento de los participantes. Con o sin tecnología, las prácticas basadas en evidencia se implementan en diferentes contextos y con poblaciones diversas, como estudiantes con necesidades educativas especiales. Sin embargo, predominan los estudios centrados en la formación de profesionales sanitarios.

RN-to-BS Nursing Education Research: A Scoping Review.

The purpose of this scoping review was to examine the extent, range, and nature of RN-to-BS nursing education research. The state of nursing education science specific to RN-to-BS education is not available. Scoping review methodology was used to identify categories and types of published research related to RN-to-BS nursing education. Eight categories were identified across the 41 articles that met the inclusion criteria: teaching strategies (n = 11), curriculum (n = 9), enrollment/retention (n = 8), benefits of a bachelor's degree (n = 4), student characteristics (n = 3), professional values (n = 2), role transition (n = 2), and faculty/student expectations (n = 2). Opportunities exist for researchers to study RN-BS students and faculty to better support evidence-based teaching practices and faculty development needs relevant for the increasingly hybrid and online student populations.

Role of Magnet®-recognized hospital nurse managers in implementing evidence-based practice: A mixed-method study.

Healthcare systems recognize evidence-based practice (EBP) as the prestigious standard for providing safe and high-quality patient care, nursing excellence, and Magnet Recognition. Despite the well-documented benefits, implementation of EBP is inconsistent and remains elusive in the US and throughout the world and many patients still fail to receive evidence-based care. The literature revealed a huge gap between nursing science and practice but provided evidence that nurse managers (NMs) had a pivotal leadership role in implementing EBP. To gain a deeper understanding of Magnet-recognized hospital nurse managers' (MRHNMs) leadership roles, the influencing factors, and their experience in implementing EBP to enhance EBP initiatives and sustain Magnet recognition. This mixed-method study guided by Goodall's (Australasian Psychiatry, 2016. 24, 231) theory of expert leadership used a sequential explanatory method with a quantitative-driven design based on a national correlational survey augmented by a qualitative descriptive component using semi-structured interviews. The findings of the study demonstrated that MRHNMs had a 54.6% effective leadership role in implementing EBP and produced numerous themes indicating that MRHNMs did implement EBP with struggle. MRHNMs in this study viewed EBP as a healthcare priority and leadership of NMs is necessary to promote EBP. However, lack of knowledge, difficulties with the EBP process, time constraints, and staffing issues negatively impacted EBP. Postgraduate degree, formal EBP education, critical care units as workplace, collaboration with doctorally prepared nurses, and Magnet culture enhanced EBP among MRHNMs. EBP is essential for Magnet recognition and is a hallmark of nursing excellence, however, is a complex and challenging process. The leadership of NMs is necessary to shape evidence-based care, and NMs require EBP preparation during leadership training, necessary resources, and time to complete the EBP process. EBP cannot become a reality without leaders being engaged, supportive, and persistent.

Factors associated with chemistry faculty members’ cooperative adoption of evidence-based instructional practices: results from a national survey

Despite institutional reform efforts to increase use of evidence-based instructional practices (EBIPs) in undergraduate chemistry and STEM courses, didactic lecture remains the predominant mode of instruction. Research to inform these initiatives routinely focuses on drivers and barriers to EBIP adoption, with recent work investigating factors associated with faculty members’ cooperative adoption of EBIPs from five STEM disciplines including chemistry. To understand the role of these specific factors within undergraduate chemistry education across a broad set of institutions, we conducted a national survey of chemistry faculty members (n = 1105) from the United States in Spring 2023. The survey targeted constructs that may underlie the cooperative adoption of EBIPs, including faculty members’ perception of (1) using EBIPs as mutually beneficial, (2) having their success and failure intertwined, and (3) institutional climate around teaching. The survey also included items targeting teaching-specific social interactions, another potential aspect of cooperative adoption. Results from multilevel modeling suggest that EBIP adoption is associated with chemistry faculty members’ perception of using EBIPs as mutually beneficial, aligning with prior findings on STEM faculty members’ cooperative adoption of these practices. However, there is no evidence of an association between EBIP adoption and chemistry faculty members’ perception of campus climate around teaching, where prior findings indicate an inverse association among STEM faculty members. Results further indicate that EBIP adoption is associated with the number of people with whom one specifically discusses pedagogy, instruction, and assessment. Collectively, our results demonstrate that differences exist between STEM disciplines and point toward the chemistry education research community's responsibility to further explore EBIP adoption from a disciplinary lens. Our investigation also provides insight into factors associated with the cooperative adoption of EBIPs among chemistry faculty members on a national level; we identify several implications for how chemistry faculty member change agents (e.g., course coordinators, department leaders) may effectively promote EBIP adoption across the undergraduate chemistry curriculum.

Contextual Influences on the Adoption of Evidence-Based Instructional Practices by Electrical and Computer Engineering Faculty

Contextual Influences on the Adoption of Evidence-Based Instructional Practices by Electrical and Computer Engineering Faculty

"Exploring the Impact of Online Learning on Student Academic Performance in Higher Education"

This research investigates the impact of online learning on student engagement and academic performance in the higher education landscape. In a sample of 300 students from public sector universities in Punjab, Pakistan, the researcher examined online learning experiences, demographic factors, and academic performance. The descriptive statistics revealed moderately positive online learning experiences and moderately favorable academic performance on average, accompanied by significant variability within the sample. Correlation analysis, however, unveiled very weak and often statistically insignificant relationships between these variables, suggesting complex and non-linear dynamics at play. Consequently, we advocate for personalized support, adaptable pedagogical approaches, inclusivity, accessibility, and interdisciplinary collaboration as essential components to enhance online learning. Moreover, this study calls for continued research to unearth the intricate dynamics of online education's influence on student outcomes, driving the evolution of evidence-based practices in higher education. The study underlines the necessity for continued research into online education's complex dynamics and student outcomes. This includes studying new technology, learning analytics, and pedagogical methods to inform evidence-based practices in higher education.

Attitudes towards Online Teaching: Gender, Experience, and Age among Iranian English Language Teaching Teachers

The field of education is currently experiencing a profound technological revolution, driven by the pervasive influence of the internet. This transformation has made the integration of technology indispensable. This research explores the nuanced influence of gender, age, and experience on the attitudes of 160 Iranian English as a Foreign Language (EFL) teachers toward online teaching. Central to this investigation is the 'Teachers' Attitude Towards Online Teaching' (TAtOT) questionnaire, thoughtfully adapted and validated for Iranian EFL teachers by Kianinezhad (2023). The study reveals a significant gender-based disparity, with male teachers exhibiting a more favorable perspective on online teaching. Additionally, the research establishes a negative correlation between attitudes and both experience and age, indicating that teachers tend to view online teaching less favorably as they gain more experience and age. This study underscores the critical importance of tailored training, well-designed support systems, continuous professional development, collaborative initiatives, and substantial investments in policies and infrastructure to foster a positive attitude toward technology integration among educators. In conclusion, the research not only highlights but also underscores the dynamic interplay of gender, age, and experience in shaping attitudes among Iranian EFL teachers. This understanding empowers educational institutions to develop strategies for promoting technology integration and, consequently, enhancing the quality of online education in the EFL context. Further research in this field is strongly recommended to refine and expand upon these insights, guiding evidence-based practices in teacher education and support in the future.

DESIGN AND DEVELOPMENT OF VIRTUAL REALITY APPLICATION: AGE-FRIENDLY HEALTH SYSTEM SCENARIO

Abstract With an increase in the aging population, evidence-based practice education can help strengthen knowledge, skills, and clinical practice for healthcare students caring for older adults. Age Friendly Health Systems (AFHS) is one of the frameworks founded on providing evidence-based and low-risk care centered on what matters most to older adults, their families, and caregivers. While didactic education is still the primary force in teaching medical students, innovative methods are being included in the medical curriculum to practice competency. Virtual Reality (VR) platforms are popular due to their ability to provide an immersive hands-on learning experience resembling an actual medical practice. The immersion abilities engage the students’ sensory organs promoting an innovative way of learning concepts that are difficult to teach in real life. The project’s objective was to develop and publish a case highlighting AFHS that can help educate medical students on the 4Ms (Mobility, Mentation, Medication Management, and What Matters). The case was completed in multiple phases 1) using a design document modified through multiple edits and reviews by our interprofessional team; 2) technical development including environment, objects, and interfaces of the application; and 3) publication. The VR case displays four scenarios where an elderly patient is admitted for a hip fracture. Students learned how to triage and treat patients from admission to discharge while demonstrating their knowledge of AFHS. The case is integrated in the geriatric curriculum for medical students, and the education is ongoing. Future studies will evaluate the learning outcomes of medical students.

Teaching evidence-based practice to undergraduate healthcare students Educators' knowledge, skills, attitudes, current practice, perceived barriers, and facilitators: A Danish cross-sectional study

BackgroundEvidence-Based Practice is recognized as a standard practice and a core competence for clinical healthcare professionals and therefore educators' competences in teaching Evidence-Based Practice are essential. Yet only little is known about the knowledge, skills, attitudes, and teaching practices around Evidence-Based Practice among educators of Danish undergraduate healthcare students. ObjectivesThe objectives of this study were to describe: 1) the Evidence-Based Practice profiles regarding attitudes, knowledge, skills, and teaching practices among educators who teach in undergraduate healthcare educations; 2) the current state of teaching Evidence-Based Practice in undergraduate program curricula; 3) the perceived barriers and facilitators to teach Evidence-Based Practice; and 4) the educators` needs regarding teaching Evidence-Based Practice. Design, setting and participantsA cross-sectional survey using a self-administrated online questionnaire among 81 educators at University College South Denmark. MethodsThe survey covered 1) Demographic questions, 2) Educators Evidence-Based Practice profiles measured by the Evidence-Based Practice Questionnaire for teachers, 3) perceived state of Evidence-Based Practice teaching 4) perceived barriers and facilitators and 5) educators´ needs for competence development regarding teaching Evidence-Based Practice. ResultsThe translated version of the Evidence-Based Practice Questionnaire showed that respondents had a mean of 3,6 regarding practicing Evidence-Based Practice when asked to rank on a scale of 1–7 (higher score indicating higher degree). The respondents showed positive attitudes towards Evidence-Based Practice and had a high self-perception of their Evidence-Based Practice skills and knowledge, scoring an overall average value of 5 on these items. In open ended questions educators gave a variety of examples of their Evidence-Based Practice teaching in terms of content, teaching methods and cooperation with clinical practice. ConclusionsEducators report limitations to teaching Evidence-Based Practice; however, attitudes, knowledge and skills were perceived generally high. Main facilitator was partnership with clinical practice and main barrier was time lack. MeSHEvidence-Based Practice, Health Educators, Knowledge, Attitude.