Evidence-Based Practice Competence in Nursing Students Preparing to Transition to Practice

Area of Science:

• Nursing Education
• Evidence-Based Practice
• Clinical Competency

Background:

• Limited literature describes embedding and evaluating evidence-based practice (EBP) competency in clinical nursing education.
• Understanding the influence of clinical settings on EBP skill development is essential for nursing programs.

Purpose of the Study:

• To explore how clinical learning environments affect senior nursing students' integration of EBP competencies.
• To examine students' perceptions of EBP competence development within a traditional baccalaureate nursing program.

Main Methods:

• Sequential, mixed-methods design utilizing the EBP Work Environment Scale and semi-structured interviews.
• Study conducted with senior nursing students post-clinical experiences.

Main Results:

• Students reported more positive perceptions of EBP work environments during preceptor-led clinical experiences compared to instructor-led ones.
• Students described a developmental trajectory of EBP competence throughout their nursing education.
• Coursework was highlighted as critical for the intentional development of EBP competence.

Conclusions:

• Further assessment of clinical experiences and models that foster EBP competence is warranted.
• Nurse preceptors significantly contribute to students' ability to engage with EBP in clinical practice.
• Curricula should emphasize building upon EBP competencies through structured coursework.