Undergraduate knowledge needs: Pedagogy for <scp>evidence‐based</scp> nursing and allied health

The integration of evidence-based practice (EBP) in clinical service delivery has become a cornerstone, underpinning proficient and high-quality healthcare. EBP extends beyond research, encompassing a comprehensive spectrum of models, methods, and mechanisms for knowledge translation into clinical practice. This includes competence and leadership development requirements that connect evidence, safety, quality, and organizational capacity. The traditional response to the day-to-day challenges in healthcare was to argue for undergraduate students to be both clinically prepared and acquire the necessary knowledge and skills to participate and engage in research. However, in this editorial, we propose a different approach. We argue that nursing and allied health undergraduate students have common knowledge needs and should be offered an integrated curriculum. This curriculum should include skills, knowledge, and competencies in EBP that are embedded and co-delivered with the theoretical and clinical knowledge required to become a registered health professional (Mackey & Bassendowski, 2017). Recognizing the imperative for undergraduate students to be versed in EBP is founded on the objective to nurture a new generation of practitioners who are not only clinically proficient but also adept at critically evaluating, applying, and advancing the scientific knowledge using reliable models, methods, and mechanisms of action to integrate evidence into practice (Melnyk & Fineout-Overholt, 2023; Polit & Beck, 2021). We advocate for the alignment of clinical competency development and EBP within a pedagogical strategy framework. This involves generic EBP skills that are embedded alongside clinical competency training across undergraduate health programs. Such a strategy could assist with organizational culture and EBP competence by equipping all health profession graduates with foundational principles and hands on experience with EBP. In turn, fostering a commitment to lifelong learning and proactive professional engagement with the evolving body of evidence (Dang & Dearholt, 2017). Educators able to transfer the skills and knowledge for EBP become instrumental in shaping a workforce capable of adapting to and thriving within the dynamic healthcare landscape. Education, thus, becomes a transformative journey that equips students with the competencies and skills to critically evaluate research, make informed clinical decisions, and actively contribute to the advancement of evidence-based healthcare practices. This would lead to increased action and participation in patient-centred care informed by the best available evidence (Melnyk & Fineout-Overholt, 2023). While undergraduate education programs increasingly incorporate EBP into their curricula, the net result does not appear to translate into continued professional practice. This is evidenced by the evidence to practice gap, and low levels of clinician leadership involvement in EBP initiatives (Melnyk & Fineout-Overholt, 2023). The relationship between many universities and healthcare settings is transactional, largely designed to gain students access to clinical placement rather than to understand and accommodate health service delivery priorities. We suggest undergraduate education be extended into pedagogical partnerships with healthcare practice settings for collaborative education and care delivery through greater student engagement with EBP as routine practice (Polit & Beck, 2021). Proficiency in integrating research evidence into clinical decision-making and delivering evidence-based care hinges on mastering key competencies. We argue as a starting point that a core set of competencies that are integral to education, and which prepare students to tackle the dynamic challenges of modern healthcare settings be identified and agreed upon. Among these, the following competencies stand out as foundational for EBP: information literacy, research literacy, critical appraisal skills, clinical judgment, communication skills, ethics, continuous learning and team collaboration, leadership in EBP and cultural competence (Benner et al., 2008; Burkhardt & Nathaniel, 2017; Cherry & Jacob, 2016; Guido, 2020; Guyatt et al., 2015; Kurtz et al., 2017; LoBiondo-Wood & Haber, 2017; Marquis & Huston, 2017; Melnyk & Fineout-Overholt, 2023; Polit & Beck, 2021; Spector, 2021). The integration of these competencies into undergraduate education has the transformative potential of preparing students to become proficient evidence-based practitioners. We suggest these skills equip students to deliver care that is safe, effective, and patient-centered, particularly in the context of a rapidly evolving healthcare environment. Embedding these competencies within curricula using a staged approach beginning in year one of enrollment may be instrumental in developing a skilled, knowledgeable healthcare workforce committed to enhancing the quality and safety of patient care. Addressing the challenge of limited integration with clinical practice requires strategic collaboration. Aligning educational goals and clinical practice expectations by engaging with health service settings as clinical partners in student learning, and health care delivery is one proposed approach to achieve this. Meaningful partnerships with healthcare organizations increase the potential for seamless integration of EBP initiatives into clinical environments and relevant continuing education opportunities for clinical staff to enhance both student and staff EBP skills (Sim et al., 2016; Speroni et al., 2020). The deployment of effective evidence-based teaching strategies within nursing and allied health care education requires a holistic and integrative approach formulation of explicit learning objectives, the seamless integration of EBP principles throughout the educational curriculum, the application of theory in clinical contexts, the adoption of interactive pedagogical methods, the incorporation of technological resources, and the fostering of collaborative learning milieus is required. These pedagogical strategies are designed to nurture critical analytical abilities, inculcate a perpetual culture of scholarly inquiry, and equip students with the competencies necessary for the incorporation of empirical evidence into their clinical practice. Academic and clinical educators play a pivotal role in molding the next generation of practicing professionals by exemplifying EBP behaviors, offering guidance and mentorship, and cultivating a conducive academic atmosphere. The synchronization of evaluative techniques with EBP competencies, coupled with ongoing assessment and feedback mechanisms and their integration within quality enhancement projects, further facilitates the developmental trajectory of students in EBP. Proficiency is evidenced by the ability to execute informed clinical judgments and contribute to the amelioration of patient care outcomes over the course of their professional careers. The ultimate objective is to cultivate cadres of professionals who are not only adept in clinical practice but are also informed, capable, and experienced advocates of EBP, committed to the ethos of continuous learning and improvement within the ever-evolving landscape of healthcare. Patraporn BHATARASAKOON: Conceptualization; writing – original draft; writing – review and editing; supervision. Chantira CHIARANAI: Conceptualization; writing – original draft; writing – review and editing; project administration. Craig LOCKWOOD: Writing – original draft; writing – review and editing; supervision. All authors declare that there are no conflicts of interest related to this study that they are aware of.

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