Knowledge will pertain to the understanding or learnings taken from evident.

Skills the
researchers are pertaining to are the ways (???) on how a nurse educator practices EBP,
attitude would refer to the response, reaction, or way of thinking of a nurse educator in
using EBP. Barriers would refer to the obstacles, circumstances that prevents the nurse
educators in utilizing the best recent research findings into practice.
Refer to page 7 According to Mackey 2016 Utilizing nursing best practice guidelines,
reviewing and implementing applicable research evidence, and taking advantage of
technological advances are all ways in which nursing can move forward as a well-informed
discipline.
If a particular university refuses to be part of the study, the researchers would respect the
universitys decision and will ask the reason (if they are willing) on why they refuse to take
part in the study. The refusal of the university would be included in the studys limitation.
So far, studies we have found of evidence-based nursing have focused on clinical nurses
and limited studies are focused on nurse educators. Also another one is findings from
studies that says nurse educators have a positive attitudes towards EBP; however lack of
knowledge, poor skills, limited time and lack of resources were perceived as major
obstacles to implement EBP.
The theory presents a cyclical model of learning, consisting of four stages which includes
CONCRETE EXPERIENCE (OR DO) - The first stage, concrete experience (CE), is where the
learner actively experiences an activity such as a lab session or field work. This is where
the Nurse Educator has an experience in using EBP.
REFLECTIVE OBSERVATION (OR OBSERVE)
The second stage, reflective observation (RO), is when the learner consciously reflects
back on that experience. This is where the Nurse Educator reflects on what the EBP has
proved.
ABSTRACT CONCEPTUALIZATION (OR THINK)
The third stage, abstract conceptualization (AC), is where the learner attempts to
conceptualize a theory or model of what is observed. In this stage, the Nurse educator
conceptualizes the EBP learning in the clinical area, and in the classroom setting.
ACTIVE EXPERIMENTATION (OR PLAN)
The fourth stage, active experimentation (AE), is where the learner is trying to plan how to
test a model or theory or plan for a forthcoming experience. This is the stage where the
Nurse Educator checks the skills of the student nurses and sees if they are effective (??)
For the Rogers theory of Diffusion of Innovations. It is stated there that the elements
included in theory is the main elements are innovation, communication channels, time,
and the social system. According to Rogers, 2003 the theory also argues that certain
characteristics of the innovation (research findings) itself may facilitate its adoption. The
theory may provide valuable insights into why some practices change and others do not,
as well as guiding those who try to effect adoption of best-evidence practice.