Current state of evidence-based practice education for undergraduate nursing students in Taiwan: A questionnaire study

Using pedagogical approaches to influence evidence‐based practice integration – processes and recommendations: findings from a grounded theory study

“…Findings from the study reflect that nurse academics incorporated several teaching and learning strategies including lectures, tutorials, laboratory work, inquiry-based learning, a flipped classroom approach, and online management systems to support EBP education. The reported findings correlate with other global studies (Johnson et al 2010, Dawley et al 2011, McCulley & Jones 2014, Hung et al 2015 demonstrating positive results of such initiatives.…”

“…, Hung et al . ). The continuing connection between theory and practice of EBP influences nurses' adoption of EBP and would ultimately serve to improve patient care and outcomes.…”

“…Study findings create a call for educational institutions to address cited barriers through employing initiatives such as managing faculty workload, allowing sufficient time to search for and implement innovative and effective teaching strategies, upskilling academics by identifying their educational needs in EBP and organizing educational sessions on a regular basis, providing opportunities to collaborate with those academics who are involved with current pedagogical approaches to make EBP practically focused for students, offering incentives to academics who employ such initiatives and provision of sufficient resources in school and clinical settings (Zelen ıkov a et al 2014, Hung et al 2015. The continuing connection between theory and practice of EBP influences nurses' adoption of EBP and would ultimately serve to improve patient care and outcomes.…”

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

“…To overcome these issues, some researchers have advocated for a broader scaffolding of EBP curriculum to support tiered development over time (Blackman & Giles, ; Malik, McKenna, & Griffiths, ; Ryan, ; Scurlock‐Evans, Upton, Rouse, & Upton, ). Despite this recommendation, most literature discussing EBP curricula for baccalaureate nursing education focuses on academic activities and does not address clinical education and practice (Hung, Huang, Tsai, & Chang, ; Malik et al., ). Researchers refer to this issue as the “theory‐practice gap.” Limited evidence is available to understand how EBP knowledge, skills, and attitudes look across a curriculum and what specific competencies need to be better addressed.…”

The Association Between Information Literacy and Evidence-Based Practice in Nurses of the Critical Care Units of Public Hospitals, Tehran, Iran

“…Also, the necessity of their ability to utilize specialized articles to improve the results of clinical care has been proven (3). It is more evident that nurses and other health care providers must achieve a high level of information literacy based on scientific findings to improve their practice (1,4).…”