A Multicountry Study on Nursing Students’ Self‐Perceived Competence and Barriers to Evidence‐Based Practice

Abstract

BackgroundNursing education and training are essential in the attainment of evidence‐based practice (EBP) competence in nursing students. Although there is a growing literature on EBP among nursing students, most of these studies are confined to a single cultural group. Thus, cross‐cultural studies may provide shared global perspectives and theoretical understandings for the advancement of knowledge in this critical area.AimsThis study compared self‐perceived EBP competence among nursing students in four selected countries (India, Saudi Arabia, Nigeria, and Oman) as well as perceived barriers to EBP adoption.MethodsA descriptive, cross‐sectional, and comparative survey of 1,383 nursing students from India, Saudi Arabia, Nigeria, and Oman participated in the study. The Evidence‐Based Practice Questionnaire (EBP‐COQ) and the BARRIERS scale were used to collect data during the months of January 2016 to August 2017.ResultsCross‐country comparisons revealed significant differences in EBP competence (F = 24.437, p < .001), knowledge (F = 3.621, p = .013), skills (F = 9.527, p < .001), and attitudes (F = 74.412, p < .001) among nursing students. Three variables including nursing students’ gender (β = .301, p < .001), type of institution, (β = −0.339, p = .001), and type of nursing student (β = .321, p < .001) were associated with EBP competence. Barriers to EBP adoption included having no authority to change patient care policies (M = 1.65, SD = 1.05), slow publication of evidence (M = 1.59, SD = 1.01), and paucity of time in the clinical area to implement the evidence (M = 1.59, SD = 1.05).Linking Evidence to ActionBoth academe and hospital administration can play a pivotal role in the successful acquisition of EBP competence in nursing students.

Evidence-Based Practice Competency and Related Factors Among Nurses Working in Public Hospitals

“…8 Evidence-based practice competency is getting more and more attention globally, and most studies have focused on students in nursing field. [9][10][11] Actually, nurses working in kinds of health care settings at the frontline are the protagonists to carry out EBP for better nursing service. A set of clear EBP competency for both practicing registered nurses and advanced practice nurses in clinical settings was developed by several nursing leaders.…”

Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review

“…Nevertheless, international studies show a high variability at EBP competency of undergraduate nursing students [ 16 , 17 ]. The literature indicates that many nursing students are not very much engaged in EBP use and struggle to see the relevance of evidence for nursing practice due to lack of knowledge and skills, non-positive attitude towards EBP in students, faculties and nurses as well as the lack of support in clinical settings [ 11 , 12 ].…”

Using a research coach to enhance evidence-based practice integration in undergraduate nursing

“…[38] Furthermore, students who have been involved in oral presentations and journal clubs have found it helpful to analyse and discuss the findings of EBP [39] and are more likely to improve their EBP knowledge and skills. [13] The current study demonstrated that the research coach model helped students achieve basic knowledge in EBP to translate knowledge. The health and healing course integrated EBP concepts and were perceived as effective when students were provided with an avenue to connect the relationship of EBP concepts to case studies.…”

“…[10,11] Higher education levels and greater clinical experience are associated with increased self perceived EBP competence and clinical decision making in students. [12,13] Hence, nursing students require confidence in their ability to engage with EBP in their practice. Challenges in evidence gathering skills in accessing, utilizing, and appraising EBP information are the main themes in understanding the importance of evidence for practice.…”

“…[40] Moreover, attitude, skills, and knowledge towards EBP and access to Internet journals have supported students' learning in EBP. [13] Nursing students' increased capability can explain their intention to use and adopt EBP in their future nursing. [3] The study implies that an addition of the research coach is beneficial for facilitating EBP for undergraduate students in the course.…”