Evidence-based practice competency and barriers among undergraduate nursing students in a Middle Eastern country

•Nursing students have moderate evidence-based practice (EBP) competency.•Attitude toward EBP received the highest mean score compared to EBP practice skill and EBP Knowledge.•Lack of support and time, difficulty in retrieving information, inadequate knowledge, and skill in EBP competency were ident...

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Bibliographic Details
Published in:Teaching and learning in nursing 2023-10, Vol.18 (4), p.e233-e240
Main Authors: Madhavanprabhakaran, Girija, Arulappan, Judie, Achora, Susan, Alsaraireh, Arwa
Format: Article
Language:English
Subjects:
Attitude
Barriers
EBP competence
Evidence-based practice
Knowledge
Nursing students
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Summary:•Nursing students have moderate evidence-based practice (EBP) competency.•Attitude toward EBP received the highest mean score compared to EBP practice skill and EBP Knowledge.•Lack of support and time, difficulty in retrieving information, inadequate knowledge, and skill in EBP competency were identified as major barriers to EBP implementation.•Nursing curriculum should integrate pertinent teaching strategies to develop the desired EBP competency of undergraduates. Evidence-based practice (EBP) competency is one of the key competency required for the nursing students. Educators play a key role in facilitating the implementation of EBP by specific teaching strategies and interprofessional collaborations. Assessed undergraduate nursing students’ EBP competency and perceived barriers to EBP implementation. An embedded convergent parallel mixed method research design was used in this study. The study was conducted in two public and two private universities of Oman. Undergraduate nursing students (N = 610) rated their EBP competency using the Student-Evidence-Based Practice Questionnaire (S-EBP). Semistructured interviews with 15 participants explored their barriers to EBP implementation. Overall, moderate (4.24 ± 0.70) EBP competency was rated. Attitude toward EBP received the highest mean score (5.05 ± 1.3) compared to EBP practice skill (3.93 ± 0.79) and EBP Knowledge (3.785 ± 0.84). Lack of support and time, difficulty in retrieving information, inadequate knowledge, and skill in EBP competency were identified as major barriers to EBP implementation. Nursing curriculum should integrate pertinent teaching strategies to develop the desired EBP competency of undergraduates.
ISSN:1557-3087
1557-2013
DOI:10.1016/j.teln.2023.07.009