A major healthcare initiative has emerged which focuses on the utilization of evidence-based practice (EBP) to influence care. The adoption of EBP into the organizations, hospitals, and agencies has proven to increase positive patient outcomes. Colleges and universities have been charged to graduate Bachelors of Science in Nursing (BSN) prepard nurses with confidence in utilizing the EBP process. Studies have shown upon graduation, BSN nurses have a gap in their knowledge in utilizing the EBP process. Increasing knowledge through guided practice can close the gap for graduating nurses as they enter clinical experience, work, and the nursing field. A Midwestern faith based College recognized that nursing students lack the knowledge concerning EBP. This College decided to adopt a curriculum change, adapted from the Concept Based teaching model by Dr. J. Giddens. The adoption of this model allows for the nursing students, in all semesters, to develop strategies for post-graduate implementation. Rosswurm and Larrabee model threaded with Lippitt’s change theory was the framework to guide the DNP capstone project. Utilizing the two models, the purpose of this paper was: Population: seventh semester BSN nursing students; Implementation: a seventh semester in a BSN program allows students to practice knowledge gained of the EBP process gained in a classroom and prior clinical practice. The student, armed with the knowledge of the EBP process, can recommend changes in the clinical practicum; Comparison: not being used in the DNP capstone project; Outcome: faculty assessing the knowledge gained in the seventh semester in a BSN program. The EBP Belief Scale questionnaire, a pre- and post-questionnaire, was utilized to assess if the seventh semester BSN nursing students knowledge in EBP was increased. The Critical Skills Appraisal Programme (CASP) research tool was utilized to assess their ability to locate scientific articles. Twenty-three participants, from the critical care course, participated in this project. Results revealed changes to the curriculum were needed: 1) Inclusion of the Learning Outcomes Measurement (LOM) Assessment was needed to assist faculty and administrators in determining if the Concept Based Teaching curriculum change was successful to meet current goals/outcomes by the College; and 2) Moving the nursing capstone project to the eighth and last semester so that faculty can evaluate whether or not a nursing student has an in-depth understanding of EBP. Further research could include assessing graduates at six months using the EBP Belief Scale questionnaire. This assessment could determine if a nurse who completed the new curriculum gained sufficient knowledge of EBP for clinical bedside care. Nursing educators hold important roles in the future of healthcare practices. The challenges placed before educators are to empower new graduate nurses with knowledge and completence in EBP.
