The Catawba Valley Community College

Evidence-based practice (EBP) competency is an expected outcome of baccalaureate education; however, research indicates nursing graduates enter practice with competency gaps.

The purpose of this study was to explore the challenges accelerated baccalaureate students experience when learning the steps of EBP.

A qualitative, descriptive design was used to identify bottlenecks to student learning.

Learning the steps of EBP in an accelerated format was challenging for students. Data analysis revealed 3 types of bottlenecks that stalled learning: cognitive, procedural, and emotional.

Faculty build EBP competency by making explicit the steps that help students progress. Scaffolded learning, collaborative partnerships, and reflective practices are recommended to support student learning in accelerated formats.