Evidence-Based Practice and School Nurse Practice: A Review of Literature

Abstract

School nurses report that evidence-based practice (EBP) is not a part of their daily practice, and most have had no formal education regarding EBP or its implementation. The purpose of this review is to identify what strategies might be effective to educate school nurses about EBP as a first step toward establishing EBP in school nurse practice. Three scientific databases were searched, and eight pertinent manuscripts were identified. A review of the manuscripts indicates that EBP learners should be addressed in terms of the level of education needed (EBP “user” vs. “practitioner”) and that a multifaceted approach to learning that addresses EBP knowledge, skill, and attitude is most effective. School nurse leaders and educators should work to provide learning opportunities to develop school nurses knowledge and skill using various learning modalities and delivery methods. EBP mentor relationships should be developed to bridge knowledge into practice.