The transition to practice is a pivotal time for nurse residents, marked by the dual challenges of developing critical thinking and mastering patient care skills. Engaging them in evidence-based practice (EBP) during this period can be daunting, as they often feel overwhelmed by clinical responsibilities and may lack confidence in their ability to contribute to quality improvement efforts. Inspired by the concept of nurse hackathons as championed by Rebecca Love and structured around the Challenge-Based Learning (CBL) framework, our NPD team developed a new approach to EBP with the purpose of integrating EBP into clinical practice through creativity, collaboration, and actionable solutions.

Hackathons not only foster innovation but also serve as a powerful tool for experiential learning, allowing participants to develop problem-solving skills in real-world scenarios while gaining confidence in their ability to drive change (Bigott et al., 2023).  By incorporating the dynamic elements of a hackathon with the structured support of CBL, this initiative addressed our challenges, creating an environment where new nurses could thrive while learning to apply evidence-based solutions. This innovative approach aligns with the Association for Nursing Professional Development (ANPD) Nursing Professional Development Practice Model, which emphasizes ongoing professional learning and evidence-based practice, offering a dynamic way to engage new nurses in meaningful professional growth.

CBL is a free educational framework that emphasizes real-world problem-solving through collaborative inquiry and action. At its core, CBL involves identifying a meaningful challenge, exploring the underlying issues through research and teamwork, and implementing actionable solutions. This framework is iterative, promoting continuous learning and adaptation as participants address the complexities of their chosen challenge. By fostering critical thinking, creativity, and collaboration, CBL equips learners with the skills necessary to tackle real-world problems effectively, making it a natural fit for evidence-based practice initiatives. This innovative approach stemmed from the recognition that our traditional EBP projects often failed to excite participants or produce actionable outcomes. Hackathons are time-limited, collaborative events that bring together individuals from diverse backgrounds to develop innovative solutions for healthcare challenges, aiming to create process improvements or new approaches (Kagan et al., 2023). Therefor this hackathon-inspired format introduced a sense of urgency, innovation, and collaboration, aligning perfectly with the NPD role of fostering critical thinking and lifelong learning among nursing staff.

During former program feedback, it became evident that nurse residents did not value the traditional EBP projects of writing PICO(T) questions and conducting research-based assignments. Many felt disconnected from the process, seeing it as an academic exercise rather than a practical tool. As the program leader, I took responsibility for researching a new approach to make EBP projects more engaging and relevant. After watching Rebecca Love’s TED Talk (Love, 2019), I realized that a hackathon approach, when combined with group collaboration within the same specialty, could provide the engagement and practicality the residents needed. The hackathon was designed to integrate research into practice using the three phases of Challenge-Based Learning: engage, investigate, and act (Challenge-Based Learning, n.d.). These phases allowed nurse residents to explore their clinical practice settings, identify challenges, and collaborate on actionable solutions. Team-based work, with groups of five to seven residents from the same specialty, fostered collaboration and shared the workload, making the process more manageable and enjoyable. This new approach was seamlessly integrated into the existing program curriculum, replacing the previous project model. The initiative spanned six months, beginning with a detailed project overview and including specific milestones to guide progress. Residents worked through structured phases and ultimately presented their projects on a virtual platform. The redesigned process not only aligned with evidence-based learning principles but also transformed the residents’ perception of EBP as a practical and impactful tool for improving clinical practice.

To support this project, RN residents had access to research databases to gather, evaluate, and incorporate evidence into the project. NPD specialists and generalists were on hand at key milestones such as topic approval and literature search support. The first project milestone was the selection of a topic. RN residents were encouraged to work together, discuss with their colleagues, managers, and NPD team members to identify challenges and bring big ideas that could be scaled down to actionable challenges. CBL provided the framework for this process, facilitating engagement and building excitement by taking ownership of their work. The final project was submitted as a virtual poster—a single slide—similar to what a nurse would see at a professional nursing conference. RN residents brought a fresh perspective to the projects, unencumbered by traditional approaches, which encouraged creative problem-solving.

At the end of the hackathon, completed projects were made available for peer review. A virtual platform was used to host all the projects, and an online form enabled RN residents to select, review, and provide feedback. Finally, residents voted for hackathon projects in two categories: most innovative and most attainable. The winners, as selected by their peers, presented their projects to nursing leadership at the end-of-program celebration. Hackathon projects had the potential to be continued and owned by the unit to sustain performance improvement efforts. Feedback from the RN residents was crucial to future iterations of the hackathon process. Many participants reported enjoying the EBP experience and felt that it enhanced their practice. Nurse leaders valued the new format as it provided actionable solutions to unit, site, or specialty challenges.

The intersection of hackathons and CBL presents a powerful opportunity for NPD practitioners to redefine how evidence-based practice is taught and applied. This model not only aligns with NPD standards but also empowers new nurses to tackle complex healthcare challenges with creativity and confidence. For those looking to replicate this success, consider these next steps: adopt the framework by tailoring the CBL structure to your organization’s needs and priorities; invest in resources by providing the tools and mentorship necessary to support participants; and celebrate and share outcomes to demonstrate value and inspire wider adoption.

References

• Bigott, V. , Jensen, L. & Zidek, S. (2023). Hackathons: Practical Problem-Solving for Nurse Educators. AJN, American Journal of Nursing, 123 (7), 48-52. doi: 10.1097/01.NAJ.0000944932.86001.38.
• Challenge Based Learning. (n.d.). The framework. Retrieved January 12, 2025, from https://www.challengebasedlearning.org/framework/
• Kagan, O., Sciasci, N. G., Koszalinski, R. S., Kagan, D. H., Leary, M., & Nadel, H. (2023). Nurses' confidence in starting a new venture, startup or project in the context of nurse-led hackathons: Results of prehackathon survey. Nursing outlook, 71(3), 101961. https://doi.org/10.1016/j.outlook.2023.101961
• Love, R. (2019). How nurses can help drive healthcare innovation [Video]. TED Conferences. https://www.ted.com/talks/rebecca_love_how_nurses_can_help_drive_healthcare_innovation?subtitle=en
• OpenAI. (2025). ChatGPT (January 12 Version) [Large language model]. OpenAI. https://chat.openai.com/