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This article describes an innovative strategy used to teach evidence-based practice (EBP) concepts in an undergraduate research course and explains the underlying framework used to design the strategy. The strategy for the Evidence-Based Practice Project was based on new resources: undergraduate nursing student competencies for EBP, national health care improvement priorities, evidence rating systems, and a model of knowledge transformation for EBP. Groups of students selected a priority area, categorized and critically appraised the evidence supporting the recommendation for change in health care practice, and compared the recommendation to actual practice. An oral and poster presentation of the project provided the opportunity to discuss the significance, influence, and strength of the evidence supporting the recommendation to change health care practice. Student presentations and faculty perceptions of the project indicated beginning competencies in EBP were achieved.

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This paper discusses challenging issues and guidelines for securing preceptorships for advanced practice registered nurse (APRN) students, i.e., clinical nurse specialists, nurse midwives, nurse practitioners, and nurse anesthetists. Student preceptorships are facilitated when there is a relationship that fosters collaboration and cooperation between faculty members in academic institutions and preceptors in clinical institutions. The faculty member in the academic setting ensures that requirements for the course and clinical experiences can be met through the choice of preceptor and patient population or setting within a clinical institution. Faculty must identify, select and contract with preceptors who are not only clinical experts, but who are able to function effectively in the roles of coach and mentor for the advanced practice nursing student. Consideration of the curriculum, student background and preceptor characteristics allows faculty to tailor the clinical assignment so that course and clinical outcomes and student goals are achieved. Faculty, preceptor and student engage in a dialog that delineates responsibilities for orientation, course and clinical expectations, supervision and evaluation. Securing written contracts and clarifying responsibilities is the result of a collaborative relationship that confirms the commitment of each partner in the preceptorship.