Operationalizing Scholarship: A Scaffolded Micro-Credentialing Approach to Evidence-Based Practice Education.

Authors

Whitnie Willis

Published in

The Journal of nursing education. Pages 1-4. Oct 05, 2026. Epub Oct 05, 2026.

Abstract

Undergraduate nursing students often engage in evidence-based practice (EBP) as a course requirement but have limited opportunities to develop sustained scholarly behaviors. Innovative approaches are needed to operationalize EBP competencies and promote deeper engagement.
A scaffolded micro-credentialing badge system was implemented in an undergraduate EBP course (N = 91). Six sequential badges aligned with scholarly competencies: critical appraisal, professional communication, scholarly peer review, scholarly writing, scholarly dissemination, and emerging scholar. Participation was voluntary. Descriptive statistics were used to evaluate engagement and progression.
Twenty-six students (28.6%) participated. Among participants, 61.5% completed peer review, 34.6% completed scholarly writing, and 19.2% advanced to dissemination. Three students (11.5%) completed all six badges, and 38.5% earned four or more badges.
A scaffolded badge system promoted sustained scholarly engagement among participating students and offers a transferable model for advancing scholarly engagement and professional identity formation in undergraduate nursing education.

PMID:
42832519
Bibliographic data and abstract were imported from PubMed on 06 Oct 2026.

Read full publication at:
Please sign in to see all details.

Stats

1-terrible, 9-excellent. How would you rate this publication? Sign in in to submit your rating.

Post a comment

You need to be signed in to post comments. You can sign in here.

Comments

There are no comments yet.