A Qualitative Examination of Accelerated BSN Students’ Learning Experiences Related to EBP Using Thematic Analysis Guided by the Threshold Concepts Framework

Abstract

Nurses continue to report deficits related to evidence-based practice (EBP) competency. These deficits threaten the quality and safety of healthcare. In response, healthcare and academic organizations along with governing bodies addressed the need for policy, practice, and curriculum standards supporting the use of evidence in clinical decision-making. However, new graduate nurses report a limited understanding of EBP to inform their clinical practice citing a lack of knowledge related to current research findings and understanding the steps of EBP. Understanding what impedes EBP knowledge acquisition can guide nurse educators in pedagogy and curriculum redesign, promoting EBP knowledge acquisition and competency. Accelerated baccalaureate of science in nursing (ABSN) students are a unique population who must gain this competency in expedited timeframes related to the condensed nature of their programs. Examining their experiences through the critical lens of Threshold Concepts can help identify the troublesome concepts and stuck places these students encounter in their learning. Further, it can guide faculty to promote EBP competency, increasing students' clinical decision-making application. This qualitative descriptive research study uses thematic analysis guided by the Threshold Concepts Framework to examine the liminal experiences of ABSN students during an introductory EBP course. Participants were recruited using a purposeful sampling method. Tools to collect data included participant coursework and reflective written responses. This research is significant because higher levels of EBP competency increase its application in practice supporting safe patient care, and improving outcomes in today's complex healthcare system.