(^42) Johns Hopkins Nursing Evidence-Based Practice: Model and Guidelines, Third Edition
Practice change and improvement will be more readily accepted within the or-
ganization and by other disciplines when it is based on evidence that has been
evaluated through an interprofessional EBP process. Anecdotal evidence sug-
gests that nursing staff who participate in the EBP process feel a greater sense of
empowerment and satisfaction as a result of contributing to changes in nursing
practice based on evidence. An organization’s ability to create opportunities for
nurses as part of an interprofessional team, to develop EBP questions, evaluate
evidence, promote critical thinking, make practice changes, and promote profes-
sional development is no longer optional.
Learning
According to Braungart, Braungart, and Gramet (2014), “learning is a relatively
permanent change in mental processes, emotional functioning, skill, and/or be-
havior as a result of experience” (p. 64). It is an ongoing informal process of
adopting knowledge by applying it in practice that results in a behavior change
(Lancaster, 2016). Ultimately, learning is what the learner hears and understands
(Holmen, 2014).
A learning culture is a culture of inquiry that inspires staff to continuously in-
crease their knowledge and to develop new skills (Linders, 2014; McCormick,
2016). Learning cultures also improve employee engagement, increase employee
satisfaction, promote creativity, and encourage problem solving (Nabong, 2015;
McCormick, 2016). Both individual learning and a culture of learning are nec-
essary to build practice expertise and maintain staff competency. Education is
different from learning in that education imparts knowledge through teaching
at a point in time, often in a formal setting. Education makes knowledge avail-
able. According to Prabhat (2011), education is largely considered formal and
shapes resources from the top down. Formalized education starts with an institu-
tion that offers accreditation and then provides resources to meet that expressed
goal. In contrast, learning begins with individuals and communities. The desire to
learn, a natural desire, is often considered informal learning and is based on the
interests of individuals or groups, who access resources in pursuit of that interest.