ArticleKnowledge Development and Evidence-based Practice Insights and Opportunities From a Postcolonial Feminist Perspective for Transformative Nursing PracticeKirkham, Sheryl Reimer PhD; Baumbusch, Jennifer L. MSN, RN; Schultz, Annette S. H. PhD; Anderson, Joan M. PhDAuthor Information Nursing Department, Trinity Western University, Langley, British Columbia, Canada (Dr Reimer Kirkham); the School of Nursing, University of British Columbia, Vancouver, British Columbia, Canada (Ms Baumbusch); the Faculty of Nursing, University of Manitoba, Winnipeg, Manitoba, Canada (Dr Schultz); and the Office of the Vice President Research, University of British Columbia, Vancouver, British Columbia, Canada (Dr Anderson). Corresponding author: Sheryl Reimer Kirkham, PhD, Nursing Department, Trinity Western University, 7600 Glover Rd, Langley, British Columbia, Canada V3S 9A2 (e-mail: [email protected]). This article had its genesis in a seminar aimed at discussing the relevance of postcolonial feminist theories for nursing and healthcare scholarship, made possible by support from the Elizabeth Kenny McCann (EKM) Professorship held by Dr Joan Anderson (2001–2005), and the EKM Doctoral Award held by J. Baumbusch, that resulted from this professorship. We dedicate this article to the late Professor McCann whose vision of the connectedness between nursing education and practice inspired the direction of this article. We thank Dr Koushambhi Khan for reading and commenting on this article, and for the insightful comments by anonymous reviewers. Advances in Nursing Science: January 2007 - Volume 30 - Issue 1 - p 26-40 Buy Abstract Although not without its critics, evidence-based practice is widely espoused as supporting professional nursing practice. Engaging with the evidence-based practice discourse from a vantage point offered by the critical perspectives of postcolonial feminism, the incomplete epistemologies and limitations of the standardization characteristic of the evidences-based movement are analyzed. Critical analysis of evidence is suggested, such that it recognizes the evidence generated from multiple paradigms of inquiry, along with contextual interpretation and application of this evidence. We examine how broader interpretations of evidence might contribute to nursing knowledge development and translation for transformative professional nursing practice, and ultimately to address persistent health disparities within the complex context of healthcare delivery. © 2007 Lippincott Williams & Wilkins, Inc.