A CONSTRUCTIVIST MODEL for Teaching Evidence‐Based Practice

ABSTRACT The Institute of Medicine has reported that it takes roughly 17 years for evidence generated through research to move into clinical practice. Bridging that gap is an urgent need and will require educators to rethink how nurses are prepared for evidence‐based practice. The constructivist theory for learning — in which it is assumed that students construct knowledge and meaning for themselves as they learn — may provide a framework for a redesigned baccalaureate curriculum, one that supports evidence‐based practice throughout a nursing student's education.