Examining knowledge, attitudes, and implementation of evidence-based practice among nursing students: a multicenter cross-sectional study
Abeer Nuwayfi Alruwaili, Fuad H. Abuadas, Majed Mowanes Alruwaili, Nourah Alsadaan, Nadiah A. Baghdadi
Abstract
BACKGROUND: In the realm of healthcare, the adoption of Evidence-Based Practice (EBP) is paramount to ensure the delivery of optimal patient care. Despite its critical significance, disparities persist in the knowledge and skills pertaining to EBP among students. OBJECTIVES: This study aims to assess Saudi nursing students' perceived knowledge, attitudes, and application of EBP, alongside their perceptions of organizational culture and readiness that support EBP implementation. METHODS: The study employed a cross-sectional descriptive correlational design. A convenience sample of 183 undergraduate nursing students was selected from three governmental Saudi universities from June to August 2023. A self-reported, three-part online survey was utilized and included: a demographic questionnaire, the Student Evidence-Based Practice Questionnaire (S-EBPQ), and the short version of Organizational Culture and Readiness for School-wide Integration of Evidence-based Practice (OCRSIEP-E). Participants were recruited based on specific inclusion criteria, including senior nursing students, recent graduates, and those with research or EBP training. FINDINGS: Most participants demonstrated satisfactory (54.6%) or high (31.7%) knowledge of EBP, while 13.7% reported poor knowledge. In EBP retrieving and reviewing, 48.1% found their skills satisfactory, 32.2% high, and 19.7% poor. For EBP sharing and application, 41% rated their skills as high, 36.1% satisfactory, and 23% poor. Attitudes toward EBP were 64.5% positive and 35.5% negative. Female students had higher knowledge (M = 4.61) than males (M = 3.90; p < 0.01) and higher EBP sharing scores (M = 4.42 vs. M = 3.90; p < 0.05). Research involvement also influenced knowledge (M = 4.54 vs. M = 4.08; p < 0.05) and EBP sharing (M = 4.43 vs. M = 3.88; p < 0.05). Students' perceptions of organizational support varied, with mean scores of 3.49 for culture-supporting culture, 3.59 for resources availability, and 3.47 for mentorship support. CONCLUSION: The study reveals generally positive EBP knowledge and attitudes among nursing students but highlights significant gaps in critical skills such as retrieving, reviewing, and applying evidence, as well as inconsistencies in organizational support. Institutions can address these gaps by integrating structured EBP training, mentorship programs, research engagement opportunities, and enhanced faculty support to foster a stronger evidence-based practice culture. CLINICAL TRIAL NUMBER: Not applicable.