KNOWLEDGE AND PERCEPTION REGARDING EVIDENCE-BASED PRACTICE AMONG UNDERGRADUATE NURSING STUDENTS

Abstract

Background: Evidence-Based Practice (EBP) is an essential component of contemporary nursing practice that promotes the integration of the best available research evidence, clinical expertise, and patient preferences in clinical decision-making. Undergraduate nursing students require adequate knowledge and positive perceptions of EBP to develop evidence-based clinical competencies.

Objective: To assess the knowledge and perception regarding Evidence-Based Practice among undergraduate Bachelor of Science in Nursing (BSN) students.

Methods: A descriptive cross-sectional study was conducted among 321 undergraduate BSN students at a university. Participants were recruited using a convenience sampling technique. Data were collected through a structured, self-administered questionnaire adapted from a previously published study. The questionnaire consisted of three sections covering demographic and academic characteristics, knowledge regarding EBP, and students' perceptions of EBP. Data were analyzed using the Statistical Package for the Social Sciences (SPSS), version 26. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used to summarize the findings.

Results: Among the 321 participants, the largest age group was 21 years (30%). Female students constituted 55% of the sample, while male students represented 45%. Regarding academic year, 38% of participants were in the third year, 32% in the second year, and 30% in the fourth year. Assessment of EBP knowledge revealed that 145 (45%) students demonstrated good knowledge, 112 (35%) had moderate knowledge, and 64 (20%) had poor knowledge. Similarly, 145 (45%) students demonstrated good perception, 112 (35%) had moderate perception, and 64 (20%) had poor perception regarding EBP. The mean score for both knowledge and perception were 2.25 on the three-point classification scale. Conclusion: The study findings indicate that the largest proportion of undergraduate nursing students demonstrated good knowledge and positive perceptions regarding EBP. However, moderate and poor levels among a considerable proportion of participants highlight the need for strengthening EBP education through structured academic courses, research-based learning, and practical clinical training. Integrating EBP more effectively into undergraduate nursing education may improve students' preparedness to incorporate research evidence into clinical nursing practice.