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Musarat Nazir
Dr. Najma Naz
Dr. Dildar Muhammad
Javed Iqbal
Amir Sultan


Nurse Educators, Experience, Evidence-based practice, Teaching and Learning


Introduction: Nursing educators have a crucial role to facilitate the student nurses in order to develop evidence based practice (EBP) knowledge, skills, and attitude, which requires more creative and innovative teaching approaches that stimulate the critical thinking and creativity among students.

Objective: To explore the experiences of nurse educators in implementation of evidence based practice  in teaching and learning in public sector nursing colleges. 

Methodology: A qualitative phenomenological study design was used, involving face to face semi structured in-depth interviews (IDIs) and focus group discussion (FGDs). A total, 21 participants were included in the study through non probability purposive sampling technique.Three FGDs and eight IDIs were carried out. Interviews and FGDs were audio taped, recorded and transcribed. Thematic analysis was used for analyzing the descriptions of participants and inductive approach was utilized.

 Result: The study finding explores , that the nurse educators in public sector nursing colleges revealed both the positive and negative experiences regarding EBP implementation in teaching and learning.  After coding and categorizing the data, three main themes were emerged; “Challenges with EBP implementation”, “Facilitators to EBP implementation”, and “benefits/value of EBP implementation” in teaching and learning.

Conclusion: The  nurse educators  experienced multiple challenges in EBP implementation.They also revealed the various facilitating factors and benefits  that can open the windows of opportunities for nurse educators  to implement EBP in teaching and learning.  Nurse educators’ challenges are persistent and this issue should be addressed at institutional level. The higher regulatory authorities may play their role to solve these challenges.

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