These researchers concluded that the body of science in nursing education needs to be expanded to ensure that nurse educators can engage in EBTP to promote excellence in education.
In an anthology of EBTP in higher education, Schwartz and Gurung (2012) presented exemplars of innovative and technologically enhanced teaching practices used in the social sciences, many of which are applicable to nursing education.
What are faculty perspectives about EBTP in nursing education?
A pool of 60 possible survey items was generated using items adapted from existing instruments about EBP and items derived from literature about EBTP, including professional, academic, and accreditation standards used in nurse educator practice.
An external review panel of 12 faculty experts in EBTP used an online validation tool to evaluate the pool of 60 possible survey items.
The results show that although the main effects variables EBTP and UCAPD are both positive and significant at conventional levels, only L2EBTP is positive and significant at less than 1% level, while other interaction variables are not statistically significant.
Findings show that the coefficient of EBTP is positive and significant, indicating that use of LLP to manage earnings by well-and adequately capitalized large banks.
TRIGGERS, FACILITATORS, BARRIERS TO EBTP Almost half (48 percent) of the participants recognized that based upon their previous educational experiences, they were well prepared to use research evidence in their teaching practice.
Personal beliefs were selected most frequently as a facilitator to EBTP.
STEPS TO EBTP The participants in this study clearly articulated the steps they used when considering the use of EBTP.
ADDITIONAL RESPONSES The responses clustered primarily around barriers to EBTP, specifically time, workload, and institutional barriers.
A commitment to EBTP emerged from the findings, despite obstacles described by the participants.