Historically, faculty have disagreed with regard to the definition, with some faculty viewing EBP as a list of designated interventions that have received a certain level of empirical support (typically from RCTs or meta-analyses), while others have viewed it as a process of intergrating the best available research evidence, client values/preferences/culture, practice expertise/context to make a decision with the client about the best intervention. These conflicting definitions have often led to confusion in teaching and views of the evidence-based practice process (which has more recently been referred to as evidence-informed practice). Is there still confusion among faculty with regard to the definition of evidence-based practice? How might we minimize this confusion moving forward?
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Danielle Parrish
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