Implementation science in nursing education research: An exemplar.

Journal Article (Journal Article)


Using evidence-based teaching approaches can improve nursing students' learning. However, variation in how - or if - these approaches are implemented by faculty and nursing educators is prevalent. A thorough, applied understanding of how evidence-based teaching approaches can best be implemented in the educational setting is lacking.


The purpose of this project was to use an implementation science framework to implement and evaluate the quality of a doctor of nursing practice (DNP) course before and after implementing evidence-based revisions to course delivery and composition.


A pre/post design was used to evaluate course outcomes following implementation of evidence-based teaching approaches.


A small, private university in the southeastern United States.


Students who enrolled in a DNP healthcare quality improvement course.


An implementation science framework for integrating evidence-based teaching approaches was used to guide this project. Revisions were made to a DNP course, with evidence-based teaching approaches implemented using strategies including a dedicated course facilitator, faculty education, interactive assistance to course faculty, and detailed rubrics to ensure consistency in grading between sections. Outcomes included course evaluation scores, qualitative student comments, and student engagement measured via the average number of discussion board posts authored and read.


After using the implementation science framework to translate evidence-based teaching approaches, there was a statistically significant improvement in three course evaluation questions and the overall course mean. Qualitative comments showed that students found the revisions beneficial to their learning. There was no change in student engagement.


Using a structured implementation science framework and plan to translate and evaluate evidence-based teaching approaches resulted in significant improvements in course outcomes. Nurse educators should consider using an implementation framework to guide course revisions.

Full Text

Duke Authors

Cited Authors

  • Reynolds, SS; Granger, BB; Oermann, MH

Published Date

  • December 2022

Published In

Volume / Issue

  • 119 /

Start / End Page

  • 105580 -

PubMed ID

  • 36252506

Electronic International Standard Serial Number (EISSN)

  • 1532-2793

International Standard Serial Number (ISSN)

  • 0260-6917

Digital Object Identifier (DOI)

  • 10.1016/j.nedt.2022.105580


  • eng