Bridging the Gap

This manuscript advocates for theory-informed, evidence-based practice (EBP) among nursing professional development (NPD) practitioners. Drawing on patterns of knowing, cognitive psychology, and neuroeducation research, the authors explain how theory supports knowledge retention, contextual understanding, and behavior change. A practical framework and exemplar illustrate how NPD practitioners can operationalize theory-informed, EBP to strengthen professional practice, clinical reasoning, and patient care.