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Evidence-Based Practice Competence in Nursing Students: An Exploratory Study With Important Implications for

Christina K Lam1, Carolyn Schubert2

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|April 13, 2019
PubMed
Summary

Nursing students struggle to apply evidence-based practice (EBP) in clinical settings, often confusing EBP with research. Educators need tools to assess EBP competence, as students find higher-order skills challenging.

Keywords:
clinical educationcompetency-based educationevidence-based practicenursing education

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Area of Science:

  • Nursing Education
  • Evidence-Based Practice (EBP)
  • Healthcare Competency Assessment

Background:

  • Evidence-based practice (EBP) is fundamental in nursing education and clinical settings.
  • Baccalaureate nursing students encounter challenges in translating EBP knowledge into practical clinical application.
  • Existing EBP competencies for registered nurses serve as a benchmark for evaluating student preparedness.

Purpose of the Study:

  • To explore baccalaureate nursing students' perceptions of EBP education.
  • To assess student competence in EBP, using established competencies for practicing nurses as a comparative framework.
  • To identify factors influencing students' understanding and application of EBP in clinical environments.

Main Methods:

  • A sequential, mixed-methods research design was employed.
  • A survey was administered to assess information sources and usage patterns among students.
  • Semistructured interviews were conducted to delve into students' understanding of EBP and their information-seeking behaviors.

Main Results:

  • 118 students participated in the survey, with 12 engaging in follow-up interviews.
  • A significant finding was the difficulty students experienced in differentiating between evidence-based practice (EBP) and research.
  • While students could identify basic EBP competency attainment (e.g., literature searching), they struggled with higher-order skills like evidence integration and dissemination.

Conclusions:

  • Clinical environments offer opportunities for EBP application, but educators must actively support student learning.
  • Nurse educators require validated tools to effectively assess EBP competence in diverse student populations and settings.
  • Further research is necessary to examine the adaptability of EBP competencies across different nursing curricula and educational contexts.