This basic qualitative research study was designed to explore the perceptions of nursing professional development specialists (NPD) and their skills and competencies in discerning the differences among evidence-based practice (EBP), quality improvement (QI), and research. Without NPD specialists' skilled expertise in understanding and utilizing EBP, QI, and research, a well-prepared nursing workforce may not be ready to respond to emerging health care systems and environments and meet community and public health challenges. The literature yielded a paucity of original research on strategies to promote NPD competency and skill development in discerning differences among evidence-based practice, quality improvement, and research. The snowball method was used to recruit participants from various locations across the United States. Purposive sampling of 11 participants was chosen. Interviews were conducted to gather data which was analyzed to uncover relevant themes. The focus of the research questions was on the nature of NPD specialists' knowledge, skills, and competencies to discern differences among EBP, QI, and research. Participants indicated an understanding of EBP and research. However, they reported less clarity regarding QI. Most indicated they were not exposed to QI during their academic studies. This is an important finding because QI projects were the most commonly expected practice in their work settings. Participants also reported limited confidence in understanding types and meaning of research data. In response, they sought out strategies to strengthen their knowledge and competencies through journal articles, journal clubs, attending conferences, and participating in or conducting EBP projects. Role restrictions between NPD specialists and Clinical Nurse Specialists and nurses with PhDs and Doctorates in Nursing Practice impact how organizational leadership and NPD specialists understand and engage in EBP, QI, and research. For example, some NPD specialists were not allowed to conduct research in some organizations. A practical implication is for faculty of graduate nurse educator programs to examine curriculum to assure that EBP, QI, and research are addressed at a level that will prepare the NPD specialist for their work setting. Another implication is for leaders of health care organizations to become more familiar with the role of NPD specialist related to EBP and research and support them in practicing to their full scope. Future research into micro-levels of organizations may uncover leaders' beliefs impacting NPD specialists' skill and competency development. Researching underuse of doctorally prepared NPD specialists and its impact on organizations and knowledge dissemination may be an important barrier to examine. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]