Evidence-based Instructional Practices Research Articles

Improving Student Attitudes Toward Autistic Individuals: A Systematic Review.

There is an increasing number of autistic students being educated alongside their neurotypical peers. However, placing a student in the general education setting is not sufficient for meaningful inclusion. Historically, autistic students have had fewer friendships, been less accepted, and experienced stigmatization. Interventions to increase peer attitudes toward autism have emerged as a method for creating more inclusive environments. The purpose of this literature review was to describe the interventions to improve peer attitudes toward autism, review the quality of the research, and determine the effectiveness of interventions. Specifically, this review aimed to answer the following questions: (1) what are participant characteristics and components of interventions designed to improve attitudes toward autistic individuals? (2) What is the methodological quality of interventions designed to improve attitudes toward autistic individuals, as measured by Council for Exceptional Children standards for evidence-based practices in special education (2014) criteria? (3) What is the effectiveness of interventions to improve attitudes toward autistic individuals? A total of 13 studies were located through a systematic search. Included studies were coded for study characteristics, participant characteristics, intervention, and outcomes. Across the studies, there were a total of 2097 participants. All studies included contact (either direct, indirect, or peer-mediation) and most included an education component (k = 10). Findings indicated that interventions are effective at improving attitudes toward autism, but further research is required to determine their overall impact.

Improving the Evidence-Based Practice Skills of Entry-Level Physiotherapy Students through Educational Interventions: A Scoping Review of Literature.

Evidence-based practice (EBP) is an essential approach in healthcare, attracting growing interest among both practitioners and researchers. This scoping review aims to (1) systematically investigate the effectiveness of pedagogical methods used to facilitate learning of the EBP approach, and (2) explore the perceptions, experiences, and issues related to these learning methods. The overarching purpose is to identify the state of the art in pedagogical methods, instruments, influences, and barriers in teaching and learning EBP within entry-level physiotherapy education programs. This scoping review was conducted following PRISMA guidelines, with PubMed and Eric databases being searched for peer-reviewed original research articles using a combination of keywords. Excluding non-pertinent articles from the initial 465 identified, 12 were eligible for final inclusion (5 quantitative, 3 qualitative, and 4 mixed-methodology studies). A range of pedagogical methods and instruments for teaching EBP in physiotherapy education were detected, all of which having the capability to positively affect physiotherapy outcomes. Findings from this study support the significant influence that EBP exerts on the improving of the quality of teaching, together with the necessities that the involvement of EBP in physiotherapy education programs provide. Several barriers were identified, which should be taken into consideration when designing population-specific EBP strategies tailored to these particular needs.

Measuring the Association of Departmental Climate around Teaching with Adoption of Evidence-Based Instructional Practices: A National Survey of Chemistry Faculty Members

Measuring the Association of Departmental Climate around Teaching with Adoption of Evidence-Based Instructional Practices: A National Survey of Chemistry Faculty Members

Mock trial as a simulation strategy allowing undergraduate nursing students to experience evidence-based practice: A scoping-review.

The purpose of this scoping review was to determine the underlying design of simulations that help undergraduate nursing students acquire evidence-based practice (EBP) experiences. The JBI methodology was used for this review. The inclusion criteria were studies conducted in academic, clinical, or virtual settings that examined simulation programs designed to facilitate the acquisition of EBP by undergraduate nursing students. A comprehensive search was performed on Jan 3, 2022, using the Medical Literature Analysis and Retrieval System Online (MEDLINE; PubMed), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), and the Excerpta Medica database (EMBASE). Grey literature was not included. Publication year was limited to 2020 and later. There was no language restriction. Data were extracted using a tool developed by the reviewers and based on the National League for Nursing Jeffries Simulation Theory. A total of 12,931 articles were found, and after duplicate articles and articles deemed ineligible based on the title and abstract (12,914 articles), 17 published papers were examined. The full texts of these studies were reviewed for eligibility, and one study was selected for the present scoping review. The selected study examined a mock trial designed to allow undergraduate nursing students to experience the ethical decision-making based on a diversity of evidence. The program reported in the study consisted of a prebriefing-simulation (mock)-debriefing structure with verified positive effects on EBP education. A mock trial is a useful educational strategy for allowing undergraduate nursing students to experience EBP, but a creative method should be found that can modify the mock trial for practical operation as the designing the program demands high levels of human and material resources. OSF Registries, https://osf.io/gdtyu, We updated OSF registry data for documenting important protocol amendments.

Use of Design Thinking to Grow the Reach and Relevance of Evidence-Based Practice Education Across a Health Care System.

Evidence-based practice (EBP) skill building among clinical nurses is a priority for nurses in professional development because it is well known that this approach to clinical decision-making results in safe, cost-effective, person-centered care. Recent studies indicate widespread lack of self-reported competency in EBP skills among nurses, demonstrating the importance of prioritizing programs that meet clinical nurses' needs for EBP education. The goal of this design thinking project was to expand and diversify an EBP skill building program to provide more widespread accessibility across a multi-hospital health care system. The team followed the five-step human-centered design thinking process to empathize, define, ideate, prototype, and test an innovation. Based on end user feedback, a dual-track EBP educational program, with options for an intensive yearlong hybrid EBP Scholars program and a three-session skill building webinar series, was implemented. Design thinking provides a rich framework for incorporating end user feedback to generate innovations to address challenges in health care. [J Contin Educ Nurs. 2023;54(8):360-366.].

What Happens to the Principles of Evidence-Based Practice When Clinicians Become Educators? A Case Study of the Learning Styles Neuromyth.

The approach of matching teaching practice to individual student "Learning Styles" has been repeatedly shown to be ineffective, even harmful. Yet, it appears a majority of educators believe it to be an effective approach. The status of Learning Styles theory inhealth professions education is unclear. We surveyed health professions educators to determine whether they believed that Learning Styles theory is effective and whether this belief translates to action. We also test knowledge of Learning Styles theory. 87.4% of participants are familiar with Learning Styles, but knowledge about specific models varies. 69.9% of participants believed that Learning Styles theory is effective, but only one-third of them were actually using it. More effort is required to emphasise the importance of evidence-based educational awareness and practice in the healthcare community. As is the case with clinical practice, a culture of promoting pedagogy validated by the scientific method should be the norm. The online version contains supplementary material available at 10.1007/s40670-023-01849-1.

Development and validation of a questionnaire to assess evidence-based practice and evidence-informed practice knowledge, attitudes, understanding and behavior

Good-quality questionnaires are needed to assess the effectiveness of educational programs on undergraduate healthcare students’ knowledge, attitudes, understanding and behavior regarding evidence-based practice and evidence-informed practice. However, there is currently no available questionnaires designed to evaluate the outcomes of evidence-based practice and evidence-informed practice education. Based on the methods proposed by Streiner et al., this study developed and validated a questionnaire for assessing evidence-informed practice and evidence-based practice knowledge, attitudes, understanding, self-perceived application and use, and behavior among undergraduate preregistration students in the nursing and allied health disciplines. Seventy-three questionnaire items were developed and administered to varied groups of people, including students and academics. Principal component analysis was conducted to reduce dimensions and establish construct validity and internal consistency of the developed questionnaire. Following pilot-testing and expert review, the final validated questionnaire consists of 53 items (8 demographic items, 25 evidence-based practice items, and 20 evidence-informed practice items). The evidence-based practice and evidence-informed practice questionnaire is a valid and reliable tool to measure the outcomes of evidence-based practice and evidence-informed practice education.

The Effectiveness of Evidence-Based Teaching Practices in Biomedical Sciences on Students’ Learning Experience: A Systematic Literature Review

The traditional didactic approach to teaching in biomedical sciences falls short of providing students with the 21st century competencies necessary to meet the socioeconomic demands placed upon them. Tertiary biomedical science educators have sought empirical evidence to identify the best practices to meet these demands, each of which have an element of actively involving students in their learning, as opposed to passive and didactic instructional approaches. This review synthesises the literature on evidence-based teaching practices (EBTPs) implemented in biomedical science disciplines and investigates the impact of EBTPs on students’ learning experiences through a systematic review. Seventy-eight studies were analysed, providing a comprehensive review of teaching practices that supported active learning in biomedical science disciplines. The findings revealed that EBTPs had significant impact on students’ academic performance and learning experiences to enhance higher-order thinking skills and self-directed learning, despite the variation in educational setting. A range of instructional strategies and technologies that supported active learning experiences were identified in this review, and the findings provide an evidence base to inform pedagogical decisions regarding the implementation of EBTPs and may serve as an impetus for instructors to implement active learning strategies based on this empirical evidence.

Participation in a High-Structure General Chemistry Course Increases Student Sense of Belonging and Persistence to Organic Chemistry.

A parallel series of general chemistry courses for Life Science Majors was created in an effort to support students and improve general chemistry outcomes. We created a two-quarter enhanced general chemistry course series that is not remedial, but instead implements several evidence-based teaching practices including Process Oriented Guided Inquiry Learning (POGIL), Peer-Led Team Learning (PLTL), and the Learning Assistant (LA) model. We found that students who took enhanced general chemistry had higher persistence to the subsequent first organic chemistry course, and performed equally well in the organic course compared to their peers who took standard general chemistry. Students in the first enhanced general chemistry course also reported significantly higher belonging, although we were unable to determine if increased belonging was associated with the increased persistence to organic chemistry. Rather we found that the positive association between taking the enhanced general chemistry course and persistence to organic chemistry was mediated by higher grades received in the enhanced general chemistry course. Our findings highlight the responsibility we have as educators to carefully consider the pedagogical practices we use, in addition to how we assign student grades.

Federal Leadership Perspectives and Role on the Era of Access, Accountability, and Evidence-Based Practices in Special Education

This article is part of a case study of federal leadership in special education from the perspective of those who served in the roles of Assistant Secretaries of the Office of Special Education and Rehabilitation Services and Directors of the Office of Special Education Programs or their equivalents in the former U.S. Office of Education and later U.S. Department of Education. This case study covers the time period from the George W. Bush administration and lasting through the first 4 years of President Barack Obama’s administration (2000–2012). During this time, government intervention in education reached its zenith with the passage of No Child Left Behind in 2001 and the reauthorization of the Individuals with Disabilities Education Act as the Individuals with Disabilities Education Improvement Act of 2004. The participants detailed their (a) career and appointment, (b) vision for educating students with disabilities, (c) theory of change, (d) politics and financial constraints, (e) advocacy, and (f) views of the past, present, and future.

Unpacking evidence-based practice in social work education: a scoping review

ABSTRACT Social work practitioners play a significant role in society, supporting individuals, families, groups, and communities. To meet the goals of well-being and equity, social workers address life challenges, including substance addiction, maltreatment, mental health, and poverty, and are embedded in communities via hospitals, schools, and nonprofit and for-profit organizations. Thus, social work practice has a wide scope and requires comprehensive education. Given the complex nature of social work practice, it has the potential for bias and error resulting in poor user outcomes. Evidence-based Practice (EBP) has been widely identified as a framework to promote deliberate practice. However, the use of EBP in social work practice is lacking. This scoping review, therefore, explores the intersection of how EBP has been conceptualized and taught in social work education. A total of 49 manuscripts were included in the final qualitative content analysis. The results suggest an inconsistent and often conflicting conceptualization of EBP. Furthermore, teaching strategies are also inconsistent and may contribute to the lack of EBP utilization in practice. It is suggested that social work regulatory bodies consider addressing disparities in EBP conceptualization.

Effectiveness of the flipped classroom methodology on the learning of evidence-based practice of nursing students: Quasi-experimental design

BackgroundInternational organizations recognize the importance of evidence-based practice (EBP) for nurses. The objective of teaching EBP in the Nursing degree is to train future nurses on this subject. Different teaching models exist for this, from less active traditional models to more active ones such as the flipped classroom. ObjectiveTo compare the degree of EBP competence of undergraduate nursing students after an EBP course, through the application of a traditional methodology versus a flipped classroom methodology. DesignQuasi-experimental study of non-equivalent groups. SettingThe study was composed by a group of students who received training on EBP with the traditional model (face-to-face), and another intervention group with whom the flipped classroom model was utilized, using the online teaching platform EBP-eToolkit. ParticipantsThe study was conducted with 4th-year Nursing degree students enrolled in the course evidence-based practice, in academic years 2019/20 and 2021/2022. MethodsBefore and after the course, the students completed a questionnaire about EBP competence (EBP-COQ), and an objective test was given at the end of the year. ResultsA sample of 152 students in the face-to-face group (control), and 143 students in the flipped classroom group (intervention) participated. The intervention group significantly improved its competence on attitude (p = 0.01, η2 = 0.022), skills (p = 0.019, η2 = 0.018), and global competence in EBP (p = 0.003, η2 = 0.030), with respect to those who were taught using the traditional method. However, there were no significant differences in the impact on knowledge, neither through the self-report dimension of the EBP-COQ (p = 0.188) nor the final test score, control group 6.89 (SD: 1.35) and flipped classroom group 7.12 (SD: 1.53) (p = 0.206). ConclusionsThe flipped classroom model is adequate for the teaching of EBP to undergraduate nursing students. It produced a slight increase in attitude, as well as in skills and global competence in EBP. Nevertheless, this increase was not significantly different from face-to-face learning in terms of impact on EBP knowledge.

Development and Implementation of a Clinician-Educator Track for Residents in Anesthesiology.

Clinician-educators in academic settings have often had no formal training in teaching or in giving feedback to trainees. We implemented a Clinician-Educator Track within the Department of Anesthesiology with the initial goal of improving teaching skills through a didactic curriculum and experiential opportunities for a broad audience of faculty, fellows, and residents. We then assessed our program for feasibility and effectiveness. We developed a 1-year curriculum focusing on adult learning theory, evidence-based best teaching practices in different educational settings, and giving feedback. We recorded the number of participants and their attendance at monthly sessions. The year culminated in a voluntary observed teaching session using an objective assessment rubric to structure feedback. Participants in the Clinician-Educator Track then evaluated the program through anonymous online surveys. Qualitative content analysis of the survey comments was performed using inductive coding to generate relevant categories and identify the main themes. There were 19 participants in the first year of the program and 16 in the second year. Attendance at most sessions remained high. Participants appreciated the flexibility and design of scheduled sessions. They very much enjoyed the voluntary observed teaching sessions to practice what they had learned throughout the year. All participants were satisfied with the Clinician-Educator Track, and many participants described changes and improvements in their teaching practices due to the course. The implementation of a novel, anesthesiology-specific Clinician-Educator Track has been feasible and successful, with participants reporting improved teaching skills and overall satisfaction with the program.

Response to Messageret al. (2022)

Frontiers in Ecology and the EnvironmentVolume 21, Issue 5 p. 218-219 Write Back Response to Messager et al. (2022) Laurie Dizney, Laurie Dizney Department of Biology, University of Portland, Portland, ORSearch for more papers by this authorJennifer M Duggan, Jennifer M Duggan Department of Applied Environmental Science, California State University–Monterey Bay, Seaside, CASearch for more papers by this authorPatrice K Connors, Corresponding Author Patrice K Connors [email protected] Department of Biological Sciences, Colorado Mesa University, Grand Junction, CO*[email protected]Search for more papers by this authorHayley C Lanier, Hayley C Lanier Sam Noble Oklahoma Museum of Natural History & Department of Biology, University of Oklahoma, Norman, OKSearch for more papers by this authorJohanna Varner, Johanna Varner Department of Biological Sciences, Colorado Mesa University, Grand Junction, COSearch for more papers by this authorElizabeth A Flaherty, Elizabeth A Flaherty Department of Forestry & Natural Resources, Purdue University, West Lafayette, INSearch for more papers by this authorLiesl P Erb, Liesl P Erb Departments of Biology & Environmental Studies, Warren Wilson College, Asheville, NCSearch for more papers by this authorChristopher J Yahnke, Christopher J Yahnke Department of Wildlife Ecology, University of Wisconsin–Stevens Point, Stevens Point, WISearch for more papers by this author Laurie Dizney, Laurie Dizney Department of Biology, University of Portland, Portland, ORSearch for more papers by this authorJennifer M Duggan, Jennifer M Duggan Department of Applied Environmental Science, California State University–Monterey Bay, Seaside, CASearch for more papers by this authorPatrice K Connors, Corresponding Author Patrice K Connors [email protected] Department of Biological Sciences, Colorado Mesa University, Grand Junction, CO*[email protected]Search for more papers by this authorHayley C Lanier, Hayley C Lanier Sam Noble Oklahoma Museum of Natural History & Department of Biology, University of Oklahoma, Norman, OKSearch for more papers by this authorJohanna Varner, Johanna Varner Department of Biological Sciences, Colorado Mesa University, Grand Junction, COSearch for more papers by this authorElizabeth A Flaherty, Elizabeth A Flaherty Department of Forestry & Natural Resources, Purdue University, West Lafayette, INSearch for more papers by this authorLiesl P Erb, Liesl P Erb Departments of Biology & Environmental Studies, Warren Wilson College, Asheville, NCSearch for more papers by this authorChristopher J Yahnke, Christopher J Yahnke Department of Wildlife Ecology, University of Wisconsin–Stevens Point, Stevens Point, WISearch for more papers by this author First published: 01 June 2023 https://doi.org/10.1002/fee.2638Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. References Bangera G and Brownell SE. 2014. Course-based undergraduate research experiences can make scientific research more inclusive. CBE-Life Sci Educ 13: 602– 06. Buchanan AJ and Fisher GR. 2022. Current status and implementation of science practices in course-based undergraduate research experiences (CUREs): a systematic literature review. CBE-Life Sci Educ 21: ar83. Connors PK, Lanier HC, Erb LP, et al. 2021. Connected while distant: networking CUREs across classrooms to create community and empower students. Integr Comp Biol 61: 934– 43. Corwin LA, Graham MJ, and Dolan EL. 2015. Modeling course-based undergraduate research experiences: an agenda for future research and evaluation. CBE-Life Sci Educ 14: es1. Cove MV, Kays R, Bontrager H, et al. 2020. SNAPSHOT USA 2019: a coordinated national camera trap survey of the United States. Ecology 102: e03353. Dizney L, Connors PK, Duggan JM, et al. 2020. An introduction to the Squirrel-Net teaching modules. CourseSource; https://doi.org/10.24918/cs.2020.26. Dizney L, Varner J, Duggan JM, et al. 2021. Squirreling from afar: adapting Squirrel-Net modules for remote teaching and learning. CourseSource; https://doi.org/10.24918/cs.2021.2. Magle SB, Fidino M, Lehrer EW, et al. 2019. Advancing urban wildlife research through a multi-city collaboration. Front Ecol Environ 17: 232– 39. McDonald KK, Martin AR, Watters CP, et al. 2019. A faculty development model for transforming a department's laboratory curriculum with course-based undergraduate research experiences. J Coll Sci Teach 48: 14– 23. Messager ML, Comte L, Couto TBA, et al. 2022. Course-based undergraduate research to advance environmental education, science, and resource management. Front Ecol Environ 20: 431– 40. Patrick LE, Duggan JM, and Dizney L. 2023. Integrating evidence-based teaching practices into the Mammalogy classroom. J Mammal; https://doi.org/10.1093/jmammal/gyad011. Peplinski J and Brown JS. 2020. Distribution and diversity of squirrels on university and college campuses of the United States and Canada. J Mammal 101: 930– 40. Volume21, Issue5June 2023Pages 218-219 ReferencesRelatedInformation

Study on the Current Status of Teachers' Teaching Competencies in the Context of Evidence-based Orientation

As a result of the radiation of evidence-based medicine, the idea of basing decisions on scientific evidence has become increasingly influential in the educational community, and evidence-based education has been born, and the term evidence-based teaching has been mentioned as a hot topic. In current education and teaching, evidence-based practice has an impact on the quality of teachers' teaching. Enhancing teachers' capacity for evidence-based teaching practice not only helps them to make scientific decisions about the teaching process using scientific research evidence, but also promotes the development of high-quality teaching. It is also necessary to have some understanding of the historical development process of evidence-based education to enhance teachers' evidence-based competencies.

Evidence-Based Educational Practices for Working With Refugee Children

ABSTRACT This article presents five main challenges refugee children experience in their learning and living in host countries, revealing an urgent need for reexamining their strengths and needs in education. It further reports an asset-based participatory research project with 18 preservice teachers (PTs) and 85 refugee children (K-5) engaged in an after-school English language-learning program in the United States. This research has two purposes. First, this study explores alternative perspectives on refugee children as multilingual learners (MLs). Doing so aims to offer novel counter-narratives to prevalent deficit thinking about young refugees, instead highlighting their assets, contributions, and learning potential. Second, it examines educational strategies that can enhance refugee children’s learning experiences and opportunities. Qualitative analysis and discourse analysis were combined to examine the researcher’s field notes, the PTs’ reflection logs, interviews with the children, inquiry papers about effective ML teaching strategies, and the children’s artifacts. The first part of the findings demonstrates how alternative perspectives of refugee children as multilingual learners may spark a fresh dialogue around their overlooked learning competence and potential. The second part discusses five evidence-based pedagogical strategies found in this study to be effective educational practices in working with refugee children.

Communicating Research Evidence within the Therapeutic Space: A Competency Framework for Graduate Social Work Education

ABSTRACT Although social work, as a profession, has increasingly emphasized the importance of evidence-based practice (EBP), social work students do not consistently learn to infuse EBP as a process in their daily practice, contributing to low EBP uptake in the field. Communicating evidence to clients is an ethical imperative for informed consent and a precondition for shared decision-making; however, students are not adequately trained to talk to clients about research evidence as part of intervention planning and contracting. This article describes the development of a competency framework for communicating research evidence within the therapeutic relationship, in support of a teaching and learning innovation aimed at cultivating holistic competence in Master of Social Work students as they learn about and perform EBP. The competency framework draws on models and practices from social work, medicine, nursing, psychology, and related disciplines. The development of competencies in the communicative process within EBP is part of an evolving pedagogical approach that may serve to enhance EBP education in social work.

Creation of 21st century anatomy facilities: designing facilities for integrated preclinical education in the Middle East

BackgroundThe establishment of new anatomy facilities needs to accommodate a combination of modern teaching modalities that best align with evidence-based best teaching practices. This article describes the process in which our state-of-the-art anatomy laboratories were designed and implemented, and how these facilities support aspects of modern anatomy education.MethodsA list of best practices for anatomy education in a modern medical curriculum was summarized from the literature. To assess student satisfaction, a survey related to student perception of the anatomy facilities (5-point Likert scale) was conducted.ResultsOur educational modalities include a broad range of teaching approaches. The Instructional Studio houses prosected and plastinated specimens, and cadaveric dissections are performed. Each of our three Dry Laboratories allow for active learning and interaction between small student groups. The Webinar Room acts as a conference room for departmental and online meetings, discussions with students, and dialogues with affiliated hospitals via the internet. The Imaging Center is equipped with a Sectra® medical educational platform, CAE Vimedix® Virtual Medical Imaging Ultrasound Training System, and Philipps Lumify® Ultrasound devices to train students to conduct and interpret sonographic images. Moreover, the Complete Anatomy® program is made available to all our students.ConclusionThe layout of our newly created Anatomy Facilities allows for all aspects of modern medical education mentioned in the literature. These educational modalities and teaching approaches are highly appreciated by our faculty and students. Moreover, these technologies allowed for a smooth transition from on-site anatomy teaching to online education during the COVID pandemic.

Australian teachers’ views on how primary science education can be improved

Teachers are crucial to bridging the theory-praxis divide in science education by utilising evidence-based teaching practices to improve outcomes for their learners. However, the perspectives of primary teachers have seldom been considered beyond the confines of specific professional development programs. This paper aims to explore Australian primary teachers’ beliefs about how primary science education could be improved. A sample of 165 primary educators responded to an open-ended digital survey prompt. The results showed that teachers viewed themselves and their colleagues as central to the improvement of primary science education as evidenced by the most prominent themes of Professional Development (47.27%), Funding-Resources (37.58%), Classroom Practice (21.82%) and Personal-Teacher Improvement (21.21%). Curiously, university did not feature strongly, suggesting the participants may hold neutral views regarding the impact of universities on primary science education. The findings should serve as a catalyst for future research and engagement with primary teachers. Universities could expand their roles in building relationships with and providing accessible professional development to a group of primary teachers who, quite rightly, view themselves as key to improving primary science education.

Incorporating evidence-based practice education in nursing research curriculum of undergraduate nursing students: A quasi-experimental study

AimTo examine the effect of incorporating evidence-based practice (EBP) in Nursing Research curriculum on undergraduate nursing students. BackgroundThe competence of EBP is essential for nurses and it is an essential task for educators to implement EBP education in nursing students. DesignA quasi-experimental study. MethodsBased on Astin’s Input-Environment-Outcome model, the study was conducted among 258 third-grade students of a four-year nursing bachelor’s program between September through December 2022. The students were divided into two groups. Students in the intervention group received innovative teaching where EBP elements were incorporated in Nursing Research course in a natural, gradual and spiral way, while students in the control group attended conventional teaching. Effect of EBP teaching was examined in terms of students’ EBP competence, learning experience and satisfaction and score of team-based research protocol assignment. ResultsCompared with conventional teaching, the innovative teaching characterized by EBP improved students’ EBP competence in terms of attitudes and skills and enhanced student’s comprehensive ability in nursing research. Students’ learning experience and satisfaction were similarly favorable between the two groups. ConclusionsFor undergraduate nursing students, the teaching strategy characterized by EBP is an appropriate and effective way to improve their EBP competence of attitudes and skills, as well as their nursing research ability.