Healthcare education, particularly that which continues after the conferring of licensure, is an evidence-based practice like the medical and nursing knowledge and skills it supports. As such, while the scientific understanding of how human brains acquire, process, and utilize information continues to evolve, educators in clinical practices often struggle to keep up to date with their strategies and (re)align current practices. Similarly, the approaches to learning employed by nurses when encountering new skills or clinical roles may be enhanced through additional cognitive science-based supports and also have implications for the fundamental nursing practice of patient education. This presentation will introduce participants to four key evidence-based principles for enhanced retention and long-term utilization of new knowledge: distributed practice, retrieval practice, interleaving, and elaboration.