Table 2.
Study characteristics (N = 81)
| First author | Year | Title | Journal | Country | Design | Participants | Methods for teaching EBP | Main study findings |
|---|---|---|---|---|---|---|---|---|
| Aglen [21] | 2016 | Pedagogical strategies to teach bachelor students EBP: A systematic review | Nurse Education Today | Norway | Qualitative | Nursing students | Theories of discretion, knowledge transfer and cognitive maturity development | Nursing students struggle to see the relevance of evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritised when teaching EBP at bachelor level. |
| André [22] | 2016 | Embedding evidence-based practice among nursing undergraduates: Results from a pilot study | Nurse Education in Practice | Norway | Qualitative | Nursing students | Information about voluntary participation in two different clinical research projects, education programme related to EBP, participation in clinical research projects, instructions and education in analysing and discussing findings | Improvement in skills and knowledge during the study. Students stated that EBP might have an influence on increasing the quality of nursing practice. |
| Balakas [23] | 2010 | Teaching research and evidence-based practice using a service learning approach | Journal of Nursing Education | USA | Qualitative | Nursing students | A research course from a traditional format to one of evidence appraisal and synthesis, which incorporated service learning and collaborative learning | Research courses taught from an EBP perspective can provide motivation for students to incorporate research into their practice. |
| Berven [24] | 2010 | Students collaborate with nurses from a nursing home to get an evidence based practice... Fourth European Nursing Congress | Journal of Clinical Nursing | Norway | Qualitative | Nursing students | Groups of students cooperated with professionals at Løvåsen teaching nursing home in identifying clinical issues that could be feasible to investigate and develop up to date, state-of-art guidelines in relation to model for EBP | Students have developed an understanding that the process of EBP should be utilised in clinical practice. |
| Blazeck [25] | 2011 | Building EBP into the foundations of practice | Nurse Educator | USA | Qualitative | Nursing students | Assignment including choosing relevant topic and searching relevant databases | The didactic instruction of the concepts of search and the terminology of search, collaborating with a medical librarian in the teaching and the design of the assignment, the grading rubric for the students, and the quality control visual correction tool for our multiple raters, has led to success |
| Bloom [26] | 2013 | Levelling EBP content for undergraduate nursing students | Journal of professional nursing | USA | Qualitative | Nursing students | 3 undergraduate research courses designed to prepare the graduate to identify, locate, read and critically appraise evidence at the individual study, systematic review, and clinical practice guideline levels | The foundation achieved by baccalaureate graduates stand them in good stead as they pursue their clinical and academic careers. |
| Boyd [27] | 2015 | Using Debates to Teach EBP in Large Online Courses | Journal of Nursing Education | USA | Qualitative | Nursing students | Interactive debates to teach EBP skills in an online graduate course | Students remain highly engaged while practicing critical thinking, teamwork, leadership, delegation, communication skills, and peer evaluation through participation in a series of faculty-facilitated online debates. |
| Brown [28] | 2015 | The iPad: tablet technology to support nursing and midwifery student learning: an evaluation in practice | Computers, Informatics, Nursing | USA | Quantitative | Nursing students | Use of iPads | iPads reportedly improved student efficiency and time management, while improving their ability to provide patient education. Students who used iPads for the purpose of formative self-assessment appreciated the immediate feedback and opportunity to develop clinical skills. |
| Cable-Williams [29] | 2014 | An educational innovation to foster evidence-informed practice | Journal of Nursing education and Practice | Canada | Qualitative | Nursing students | Threading the concept of evidence-informed practice and relevant best practice guidelines through theory courses including their use as expected elements in clinical placements | The results of research are informing client care and a critical approach to professional practice among nursing students. |
| Callaghan [30] | 2011 | Enhancing health students’ understanding of generic research concepts using a web-based video resource | Nurse Education in Practice | England | Qualitative | Physiotherapy students | Innovative video resources | Overall, students perceived the resources as demystifying the topic of research methods through the clarification of definition and application of concepts and making sense of concepts through the analogical videos. |
| Coyne [31] | 2018 | A Comprehensive Approach to Undergraduate Nursing Students’ Research Experiences | Journal of Nursing Education | USA | Qualitative | Nursing students | Summer Research Internship (8 weeks during the summer); supporting students in a one-to-one mentorship model with the goal of building a research infrastructure facilitated by researchers and students | The programme leads to practice improvements, knowledge dissemination, and student interest in research and further professional development. It gives students hands-on experience with nursing research that has proven to be beneficial clinically while increasing student interest in research and further nursing education |
| Crawford [32] | 2011 | Using problem-based learning in web-based components of nurse education | Nurse Education in Practice | Australia | Qualitative | Nursing students | PBL approaches in online education | Students accessing online nursing subjects would seem to benefit from web-based PBL as it provides flexibility, opportunities for discussion and co-participation, encourages student autonomy, and allows construction of meaning as the problems mirror the real world. PBL also promotes critical thinking and transfer of theory to practice. |
| Davidson [33] | 2016 | Teaching EBP using game-based learning: Improving the student experience | Worldviews on evidence-based nursing | Canada | Qualitative | Nursing students | Online EBP course | Students indicated a high satisfaction with the course and student engagement was also maintained throughout the course. |
| Dawley [34] | 2011 | Using a pedagogical approach to integrate evidence-based teaching in an undergraduate women’s health course | Worldviews on evidence-based nursing | USA | Qualitative | Nursing students | Pedagogical approach aimed at [1] fostering undergraduate nursing students’ EBP competencies, and [2] identifying gaps in the literature to direct future women’s health research | The assignment was an important teaching and assessment tool for EBP. |
| Dewar [35] | 2012 | The EBP course as an opportunity for writing | Nurse Educator | USA | Qualitative | Nursing students | Writing workshops | The workshop approach provides students with a “safe” place to explore their assumptions, learn from peers, and make a leap forward along their personal learning curve as writers. |
| Doyle [36] | 2016 | Information Literacy in a Digital Era: Understanding the Impact of Mobile Information for Undergraduate Nursing Students | Book chapter in: Nursing Informatics 2016: eHealth for All: Every Level Collaboration – From Project to Realization | Canada | Qualitative | Nursing students | Use of mobile information resources | Nursing students mainly assessed mobile resources to support clinical learning, and specifically for task-oriented information such as drug medication or patient conditions/diagnoses. Researchers recommend a paradigm shift whereby educators emphasise information literacy in a way that supports evidence-based quality care. |
| Eales-Reynolds [37] | 2012 | A study of the development of critical thinking skills | Nurse Education Today | Australia | Qualitative | Nursing students and students from other healthcare disciplines | A novel web 2.0-based tool – the Web Resource Appraisal Process (WRAP) | To ensure that practice developments are based on authoritative evidence, students need to develop critical thinking skills which may be facilitated by tools such as the WRAP. |
| Elsborg Foss [38] | 2014 | A model (CMBP) for collaboration between university college and nursing practice to promote research utilization in students’ clinical placements: a pilot study | Nurse Education in Practice | Norway | Quantitative | Nursing students | CMBP (The Collaboration Model of Best Practice) | The CMBP has a potential to be a useful model for teaching RNs’ and students EBP. However, further refinement of the model is needed. |
| Epstein [39] | 2011 | Teaching Statistics to Undergraduate Nursing Students: An Integrative Review to Inform our Pedagogy | International Journal of Nursing Education Scholarship | USA | Qualitative | Nursing students | Learning strategies: Schematic links between statistics and everyday nursing practice. Technological Strategies: use of data analysis software (Excel, SPSS etc.) + use of the Internet. Group learning activities: Small group/ workshop activities. Support: student, faculty, −and laboratory support | It was found that there is limited-to-no evidence concerning the pedagogy of statistics. |
| Erichsen [40] | 2018 | Kunnskapsbasert praksis i sykepleierutdanningen | Sykepleien Forskning nr. 12,016 | Norway | Qualitative | Nursing students | Description of learning-activities including all steps in teaching and conducting EBP | Systematic training in EBP in cooperation with the practice field can have a positive impact on students’ learning. More international and Norwegian research with different study designs is necessary to increase the knowledge. |
| Florin [41] | 2012 | Educational support for research utilization and capability beliefsregarding evidence-based practice skills: a national survey of senior nursing students | Journal of AdvancedNursing | Sweden | Quantitative | Nursing students | Educational support for research utilisation and capability beliefs regarding EBP skills | Students reported high capability beliefs regarding evidence-based practice skills, but large differences were found between universities for: stating a searchable question, seeking out relevant knowledge and critically appraising and compiling best knowledge. |
| Friberg [42] | 2013 | Changing Essay Writing in Undergraduate Nursing Education Through Action Research: A Swedish Example | Nursing Education Perspectives | Sweden | Qualitative | Nursing students | Workshops and literature review | Action research was found to be a relevant procedure for changing ways of working with literature-based, bachelor degree essays. |
| Gray [43] | 2010 | Research odyssey: The evolution of a research partnership between baccalaureatenursing students and practicing nurses | Nurse education Today | USA | Quantitative | Nursing students | A research partnership between baccalaureate nursing students and nurses in two acute care hospitals | The research partnership project facilitated student learning and an appreciation of the research process. |
| Hande [44] | 2017 | Leveling Evidence-based Practice Across the Nursing Curriculum | The Journal for Nurse Practitioners - JNP | USA | Qualitative | Nursing students | The article describes evolving EBP competencies related to BSN, MSN, and DSN level.BSN level:Team-based learning, seminars, small group activities, identification of clinical problems, literature search, appraisal of literature, evidence-based project addressing a selected clinical problem for the purposes of improving clinical outcomes | Seamless transition for the development of EBP competencies for nurses at each level of education requires thought, strategically placed objectives and learning activities to be woven into the curriculum and courses. Collaboration among faculty from each educational level must occur. Teaching-learning methods must be appropriate and engaging at each level. Teaching-learning methods must challenge the student to apply and produce scholarly work for dissemination |
| Henoch [45] | 2014 | Nursing students’ experiences of involvement in clinical research: an exploratory study | Nurse Education in Practice | Sweden | Quantitative | Nursing students | Students involved as data collectors in a research project | Participation as data collectors in research has the potential to increase interest in nursing research among students. |
| Hickman [46] | 2014 | EVITEACH: A study exploring ways to optimise the uptake of EBP to undergraduate nurses | Nurse Education in Practice | Australia | Mixed method | Nursing students | EVITACH to explore strategies to increase undergraduate nursing student’s engagement with EBP and to enhance their knowledge utilisation and translation capabilities | There is little robust evidence to guide the most effective way to build knowledge utilisation and translational skills. Effectively engaging undergraduate nursing students in knowledge translation and utilisation subjects could have immediate and long term benefits for nursing as a profession and patient outcomes. |
| Jakubec [47] | 2013 | Students Connecting Critical Appraisal to EPB: A Teaching-Learning Activity for Research Literacy | Journal of Nursing Education | Canada | Qualitative | Nursing students | The Research in Practice Challenge including identifying research problems in practice, searching the literature, and critically evaluating evidence | Students value how the activity highlighted the relevance of research literacy for their practice. |
| Jalali-Nia [48] | 2011 | Effect of evidence-based education on Iranian nursing students’ knowledge and attitude | Nursing and Health Sciences | Iran | Quantitative | Nursing students | Evidence-based approach incl. The principles of EBP and PICO. The intervention and the control groups, respectively, were taught through an evidence-based and traditional approach | Significant difference between the average scores for attitude of the groups. No statistical significant difference between the average scores of knowledge. |
| Janke [49] | 2012 | Promoting information literacy through collaborative service learning in an undergraduate research course | Nurse Education Today | Canada | Qualitative | Nursing students | Service learning project where students worked in groups, and under the guidance of a nursing instructor and librarian, to answer a question posed by practice-based partners | Evaluation of the project indicated that although the project was challenging and labour intensive students felt they learned important skills for their future practice. |
| Jelsness-Jørgensen [50] | 2014 | Does a 3-week critical research appraisal course affect how students perceive their appraisal skills and the relevance of research for clinical practice? A repeated cross-sectional survey | Nurse Education Today | Norway | Quantitative | Nursing students and students from other healthcare disciplines | A 3-week critical research appraisal course | Teaching students’ practical critical appraisal skills improved their view of the relevance of research for patients, future work as well as their own critical appraisal skills. |
| Johnson [51] | 2010 | Research and EBP: using a blended approach to teaching and learning in undergraduate nurse education | Nurse Education in Practice | England | Qualitative | Nursing students | A discussion of one module team’s experience of working in a Higher Education Institution within the UK, teaching research and EBP to year two undergraduate nursing and midwifery students | The use of a blended approach to teaching and learning can be beneficial to the nurse educator in a variety of ways if careful consideration is given to the use of technology, the learning styles of the student and access to technology. |
| Jones [52] | 2011 | Teaching critical appraisal skills for nursing research | Nurse Education in Practice | Australia | Quantitative | Nursing students | An innovative and quality driven subject to improve critical appraisal and critical thinking skills | Students from both campuses showed considerable improvements in knowledge and confidence in the interpretation and analysis of research findings, in all areas after having completed the subject (assessment). |
| Keiffer [53] | 2018 | Engaging Nursing Students: Integrating Evidence-Based Inquiry, Informatics, and Clinical Practice | Nursing Education Perspectives | USA | Qualitative | Nursing students | Workshop format engages the students with technology and digital tools to promote active learning; enhance student collaboration and participation. Varying teaching modalities are employed to engage students and reinforce learning. The students are using the Melnyk et al. model as a framework; ask a clinical question using the PICOT criteria, develop strategies to search, appraise research, use evidence to inform clinical decision-making, design a change, and disseminate the evidence | Well-designed curricula require imagination, creativity, and team effort between theory and clinical faculty. Designing projects applicable to the clinical site provides an avenue for students to engage in EBP while demonstrating the achievement of course learning outcomes. |
| Kiekkas [54] | 2015 | Nursing students’ attitudes toward statistics: Effect of a biostatistics course and association with examination performance | Nurse Education Today | Greece | Quantitative | Nursing students | Biostatistics course | Students’ attitudes toward statistics can be improved through appropriate biostatistics courses, while positive attitudes contribute to higher course achievements and possibly to improved statistical skills in later professional life. |
| Kyriakoulis [10] | 2016 | Educational strategies for teaching EBP to undergraduate health students: systematic review | Journal of Educational Evaluation for Health Professions | USA | Quantitative | Nursing students and students from other healthcare disciplines | Lectures, tutorials, workshops, conferences, journal clubs, and online sessions or combination of these | Multifaceted approach may be best suited when teaching EBM to health students. |
| Leach [55] | 2016 | The impact of research education on student nurse attitude, kill and uptake of evidence | Journal of Clinical Nursing | Australia | Quantitative | Nursing students | Research education programme delivered as two eight-week courses in the third year of education | Research education may have a significant effect on nursing students’ research skills and use of EBP, and minimise barriers to EBP post-education. |
| Lewis [56] | 2016 | Diminishing Effect Sizes with Repeated Exposure to EBP Training in Entry-Level Health Professional Students: A Longitudinal Study | Physiotherapy Canada | Canada | Quantitative | Physiotherapy students and students from other healthcare disciplines | Two sequential EBP courses. 1. EBP course was aimed at developing foundational knowledge of and skills in the five steps in EBP. 2. EBP course designed to teach students to apply the steps | Knowledge and relevance changed most meaningfully (i.e., showed the largest effect size) for participants with minimal prior exposure to training. Changes in participants’ confidence and attitudes may require a longer timeframe and repeated training exposure. |
| Liou [57] | 2013 | Innovative strategies for teaching nursing research in Taiwan | Nursing Research | Taiwan | Quantitative | Nursing students | Innovative Teaching Strategies for a research course including teamwork, laboratory sessions on how to search for published research articles, experiments and mini research projects (experimental group).Didactic lecture, textbook readings, and research article critique (control group) | This study confirmed that using innovative teaching strategies in nursing research courses enhances student interest and enthusiasm about EBP. |
| Laaksonen [58] | 2013 | Journal club as a method for nurses and nursing students’ collaborative learning: a descriptive study | Health Science Journal | Finland | Quantitative | Nursing students | A six-phased journal clubmodel | Journal clubs support competences and discussion required for producing evidence-based care and can be recommended as learning methods for nurses’ and nursing students’ collaborative learning. |
| Malik [59] | 2017 | Using pedagogical approaches to influence evidence-based practice integration - processes and recommendations: findings from a grounded theory study | Journal of Advanced Nursing (JAN) | Australia | Qualitative | Nurse academics (regarding nursing students) | Various pedagogical approaches to influence evidence-based practice education; lectures, tutorials, laboratory work, online activities, videos, scenarios, and assignments. Emphasising information literacy and critical appraisal skills. Some use flipped classroom approach, problem-based learning, virtual simulated environment, and inquiry-based learning to facilitate students’ learning | Academics attempted to contextualise EBP by engaging students with activities aiming to link evidence to practice and with the EBP practice. Engaging students with the EBP process in practice context is imperative to increase their EBP competence. Some key challenges (limited time, insufficient resources, heavy workload, students’ disengagement, and limited awareness of effective teaching methods) require the adoption of appropriate strategies to ensure future nurses are well prepared in the paradigm of evidence-based practice |
| Mattila [60] | 2014 | Journal club intervention in promoting evidence-based nursing: Perceptions of nursing students | Nurse Education in Practice | Finland | Quantitative | Nursing students | Journal clubs | Students were not able to utilise the studies to the same extent as they learn from them. Age, work experience and participation in research and development activities were connected to learning. |
| McCurry [61] | 2010 | Teaching undergraduate nursing research: a comparison of traditional and innovative approaches for success with millennial learners | Journal of Nursing Education | USA | Mixed method | Nursing students | Innovative assignments that included interactive learning, group work, and practical applications | Students’ positive responses to the innovative learning strategies evaluated in this study support the nursing profession’s need to continue to develop activities that engage millennial students and enable them to clearly articulate the value of the research practice link vital to evidence-based nursing practice. |
| Milner [62] | 2017 | The PICO Game: An Innovative Strategy for Teaching Step 1 in Evidence-Based Practice | Worldviews on Evidence-Based Nursing | USA | Qualitative | Nursing students | Game | Games build and strengthen skills to frame practice questions in a searchable format (PICO). The method for teaching how to build PICO questions is the same regardless of participant education level or years of practice |
| Moch [63] | 2010 | Part II. Empowering grassroots EBP: a curricular model to foster undergraduate student-enabled practice change | Journal of professional nursing | USA | Qualitative | Nursing students | The “Student-Enabled Practice Change Curricular Model” | As the preliminary data reported here suggest, nurse educators have the power to promote practice change by enabling socially meaningful partnerships between students and practicing nurses that could percolate change up from the lowest points in the power hierarchy. |
| Moch [64] | 2010 | Part I. Undergraduate nursing EBP education: envisioning the role of students... first of a three-part series | Journal of professional nursing | USA | Qualitative | Nursing students | Various pedagogical strategies targeted towards teaching EBP | The literature reviewed in this article that describes more active roles for students in clinical settings, albeit scant, suggests that allowing students to interact in on-going and meaningful ways with practicing nurses may remove or mitigate barriers to the adoption of EBP among practicing nurses. |
| Morris [65] | 2016 | The use of team-based learning in a second year undergraduate pre-registration nursing course on evidence-informed decision making | Nurse Education in Practice | England | Mixed method | Nursing students | Evidence-informed decision making course | Team-based learning was shown to be an effective strategy that preserved the benefits of small group teaching with large student groups. |
| Morris [66] | 2010 | Pilot study to test the use of a mobile device in the clinical setting to access evidence-based practice resources | World Views on Evidence-based Nursing | England | Quantitative | Nursing and physiotherapy students | Use of mobile device to access EBP resources in clinical setting | Students reported improvement in knowledge and skills in relation to EBP and appraisal of clinical guidelines. However a low level of utilisation of the mobile device in the clinical setting due to access to the internet and small screens. |
| Nadelson [67] | 2014 | Evidence-Based Practice Article Reviews Using CASP Tools: A Method for Teaching EBP | Worldviews on evidence-based nursing | USA | Qualitative | Nursing students | EBP Article Reviews using CASP Tools | Using the CASP Tools help students organise their reviews and learn about valuable resources. In addition, working as a group member helps foster involvement, motivation, and interest in the processes of evaluating evidence effectively. |
| Nadelson [68] | 2014 | Online resources: fostering students EBP learning through group critical appraisals | World views on Evidence-based Nursing | USA | Qualitative | Nursing students | Students in dyads or triads reviewed and evaluated one EBP related website | Having students work in groups to critically appraise websites that help promote EBP can enhance collaboration and knowledge about EBP resources. |
| Niven [69] | 2013 | Making research real: Embedding a longitudinal study in a taught research course for undergraduate nursing students | Nurse Education Today | USA | Qualitative | Nursing students | To facilitate students learning research theory and methodology by conducting a “real-life” research study in a local retirement community | We knew we had succeeded in our efforts to change student perceptions about learning research when we read a comment from one student who had completed the revised research course. |
| O’Neil [70] | 2016 | A new model in teaching undergraduate research: A collaborative approach and learning cooperatives (CALC) | Nurse Education in Practice | USA | Qualitative | Nursing students | A quality improvement study using the CALC Model | Universities and hospital administrators, nurses, and students benefit from working together and learning from each other. |
| Odell [71] | 2011 | Teaching EBP: The Bachelor of Science in Nursing Essentials at Work at the Bedside | Journal of professional nursing | USA | Qualitative | Nursing students | A group project for students that involved collaboration with the health science reference librarian and nurse managers in the clinical agencies | The learning experience is a shared partnership between the clinical agency, the faculty, and the health science librarian to assist senior nursing students in the last semester of their baccalaureate degree programme to synthesise and use the knowledge, skills, and attitudes that promote patient safety and optimal outcomes |
| Oja [72] | 2011 | Using problem-based learning (PBL) in the clinical setting to improve nursing students’ critical thinking: an evidence review | Journal of Nursing Education | USA | Qualitative | Nursing students | PBL | The studies reviewed indicate a positive relationship between PBL and improved critical thinking in nursing students. |
| Pennington [73] | 2010 | EBP partnerships: building bridges between education and practice | Nursing Management | USA | Qualitative | Nursing students | Teaming nursing students with staff nurses working on EBP projects | Students were able to learn how evidence is utilised in the practice settings. |
| Phelps [74] | 2015 | Introducing Information Literacy Competency Standards for Nursing | Nurse educator | USA | Qualitative | Nursing students | Information Literacy Competency Standards for Higher Education (ILCSHE) | Nursing librarians are the Information Literacy experts who help to integrate these skills into nursing education |
| Phillips [75] | 2014 | Creative classroom strategies for teaching nursing research | Nurse Educator | USA | Qualitative | Nursing students | Kaleidoscopes for discussion of perspectives, crossword puzzles to reinforce terminology, scavenger hunt to relate concepts to the real world, cookie experiment to have an overview of the research process and paradigms, individual reaction time, and a music activity to reinforce elements of design and sampling | Student feedback was positive. These strategies help faculty communicate important concepts of nursing research in a way that is meaningful and fun. |
| Pierce [76] | 2016 | The e-Poster Conference: An Online Nursing Research Course Learning Activity | Journal of Nursing Education | USA | Qualitative | Nursing students | e-poster conference | From all accounts, the conference was rated as positive, providing nursing students with opportunities to (a) view studies and projects from a wider nursing science audience, (b) foster the development of important evaluation and communication skills, and (c) be exposed to evidence that could be translated into their practice. |
| Putnam [77] | 2011 | Conquering EBP using an embedded librarian and online search tool | Journal of Nursing | USA | Qualitative | Nursing students | Embedded librarians + online search tools to assist students in the development and mastery of effective search techniques | Embedded librarians and online search tools are useful to students as they develop information literacy skills related to searching for and screening information. Using these strategies for formative and summative assignments allows students to develop additional information literacy skills needed to integrate, analyse, apply, and present information. |
| Raines [78] | 2016 | A collaborative strategy to bring evidence into practice | Worldviews on evidence-based nursing | USA | Qualitative | Nursing students | A teaching strategy which combines the clinical experience of nurses with nursing students’ evolving skills in reading, critiquing, and analysing research-based literature | The teaching strategy presents a win-win situation in which students become engaged with clinical nurses in a unit-based project. |
| Raurell-Torreda [79] | 2015 | Simulation-based learning as a tactic for teaching EBP | Worldviews on evidence-based nursing | Spain | Qualitative | Nursing students | Simulation-based learning (SBL) modules covering nursing competencies | The simulation helped to educate nursing students in applying EBP. |
| Reicherter [80] | 2013 | Creating disseminator champions for EBP in health professions education: An educational case report | Nurse Education Today | USA | Qualitative | Nursing and physiotherapy students | A model for developing EBP practitioners: Phase 1. Preparing students how to read, analyse and discuss levels of evidence. Phase 2. Focus on developing dissemination skills by requiring students to complete a clinical case report project. Phase 3. Review outcomes of the project and phase 4. Provide mechanisms of future plans | Increased student participation, Clinical instructors and faculty scholarship, and dissemination of EBP. Additional educational benefits derived from this project included, 1) broader participation of clinical settings, 2) requests by additional clinics to participate for purposes of developing EBP and scholarly presentation skills of clinicians, and 3) increased opportunity for academic faculty to continue engagement in contemporary clinical practice. |
| Revaitis [81] | 2013 | FaceTime: a virtual pathway between research and practice | Nurse Educator | USA | Qualitative | Nursing students | FaceTime videoconference | FaceTime videoconferencing provides numerous benefits for students and provides a virtual connection to link the classroom with the practice world. |
| Roberts [82] | 2011 | Finding and using evidence in academic assignments: The bane of student life | Nurse Education in Practice | England | Quantitative | Nursing students | Specific sessions on literature searching skills which were delivered early on in the programme | The findings indicate that students value specific teaching sessions (taught by members of library staff) delivered at the beginning of the programme but it seems that more work is required by educators in order to help students to associate literature searching skills with nursing practice. |
| Rodriguez [83] | 2012 | Action Research as a Strategy for Teaching an Undergraduate Research Course | Journal of Nursing Education | USA | Qualitative | Nursing students | Teaching of Action Research instead of teaching traditional research course methods | The students learned how to identify a research problem and move through the steps of the research process using action research. |
| Rolloff [84] | 2010 | A constructivist model for teaching EBP | Nursing Education Perspectives | USA | Qualitative | Nursing students | Constructivist Model with suggestions of teaching EBP principles during all bachelor years | The constructivist theory for learning may provide a framework for a redesigned baccalaureate curriculum, one that supports EBP throughout a nursing student’s education. |
| Ruskjer [85] | 2010 | A real-world experience to engage students in EBP | Journal of Nursing Education | USA | Qualitative | Nursing students | 1. Practicing nurses submit clinical questions, 2. Students attend seminar incl. EBP review process + source of evidence, 3. Students select clinical question, appraise systematic reviews and other literature, 4. Faculty consult students incl. Introduction to PICO, 5. Students write abstracts and make power point and poster | Using evidence to answer burning questions straight from the clinical settings is an effective way to engage students and staff nurses in EBP. |
| Ruzafa-Martinez [86] | 2016 | Effectiveness of an EBP course on the EBP competence of undergraduate nursing students: A quasi-experimental study | Nurse Education Today | Spain | Quantitative | Nursing students | A 15-week course designed to teach EBP competence | Undergraduate nursing students experience positive changes in EBP competence, knowledge, skills, and attitude as the result of a 15-week educational intervention on EBP. |
| Schams [87] | 2010 | Clinical Post-conference Pedagogy: Exploring EBP With Millennial-Inspired ‘Building Blocks’ | Creative nursing | USA | Qualitative | Nursing students | Innovative teaching strategy consisting of learning units whereby students come to post-conference sessions prepared to share EBP information associated with upcoming laboratory concepts, discover relationships among laboratory concepts and current nursing practice, and associate personal clinical experiences with the practice environment | Students demonstrated more confidence in questioning current practice, researching EBP literature, and working in groups. The Building Blocks teaching strategy provided an innovative way to engage students during post-conferences to connect practice concepts to real-life experiences, and promoted the use of EBP in guiding practice decisions. |
| Schreiner [88] | 2015 | How undergraduate students can contribute to EBP | Nursing Management | Canada | Qualitative | Nursing students | Partnership between university and hospital working together on EBP- projects | Students involved in the pilot programme expanded their research horizon and learned to conduct literature reviews, utilize search engines, and categorize articles. Being involved in clinical research can be an asset to undergraduate students for future practice and education. |
| Scott [89] | 2011 | A collaborative teaching strategy for enhancing learning of evidence-based clinical decision-making | Journal of Allied Health | USA | Qualitative | Occupational -and physiotherapy students | Partnership between university and hospital | The approach increased student motivation and greatly enhanced the learning experience. |
| Scurlock-Evans [90] | 2017 | To embed or not to embed? A longitudinal study exploring the impact of curriculum design on the evidence-based practice profiles of UK pre-registration nursing students | Nurse Education today | UK | Quantitative | Nursing students | This study compared the impact of embedding EBP throughout the curriculum, with modular-based teaching, on pre-registration nursing students’ EBP profiles. | Taking a modular or embedded approach to EBP may have little impact on students’ final EBP profiles |
| Sin [91] | 2017 | Teaching evidence based practice to undergraduate nursing students | Journal of Professional Nursing | USA | Qualitative | Nursing students | A group project designed in a Nursing Research Methods course. The project was based on a hypothetical clinical scenario and students were not asked to implement the best intervention | Nursing faculty is responsible for preparing students to be ready for EBP implementation. Creative and enjoyable teaching strategies are some ways to enhance students’ knowledge and competency of EBP implementation in practice |
| Smith-Stoner [92] | 2011 | Developing new writers: answering the call for student manuscripts | Dimensions of Critical Care Nursing | USA | Qualitative | Nursing students | Students participated in a critical-care rotation and were enrolled in an introductory research class | During a recent critical-care nursing rotation, nursing students learned about EBP through identifying a policy that needed revision or creation. By integrating clinical issues into an introduction to research and issues and trends, the students were able to answer a call for student abstracts. |
| Smith-Strøm [93] | 2012 | Culture crash regarding nursing students’ experience of implementation of EBP in clinical practice | Nordic Journal of Nursing Research | Norway | Qualitative | Nursing students | 12 day course in EBP steps + collaboration with clinical practice to apply the steps of EBP | The students were able to implement EBP according to the goals of the syllabus, but encountered a clinical setting that was insufficiently prepared, both structurally and in terms of knowledge, to mentor them regarding EBP. |
| Stombaugh [94] | 2013 | Using lesson study to integrate information literacy throughout the curriculum | Nurse Educator, 2013, Canada | Canada | Qualitative | Nursing students | Lesson study | The lesson study method is an ideal way to implement a scaffolding approach of teaching information literacy skills towards EBP outcomes. |
| Strickland [95] | 2012 | The use of podcasts to enhance research-teaching linkages in undergraduate nursing students | Nurse Education in Practice | Scotland | Quantitative | Nursing students and students from other healthcare disciplines | Blended learning approach. Students were given access to a series of 5 “guest speaker” podcasts made up of presentations and interviews with research experts | Podcasting offers nurse educators the ability to embed additional content from researchers or clinicians to help students make links between their theoretical learning and practice. |
| Sukkarieh-Haraty [96] | 2017 | Integrating Evidence-Based Practice into a Lebanese Nursing Baccalaureate Program: Challenges and Successes | International Journal of Nursing Education Scholarship | Libanon | Qualitative | Nursing students | Two courses at two different levels. Students used PICO clinical question, observed a selected clinical skill and compared their observations to hospital protocol and against the latest evidence-based practice guidelines. At the second course students proposed changes in practice with scholarly literature. | An overall experience of integrating EBP project into the curriculum is fruitful for students, clinical agencies, and faculty. Students gain real-life skills needed for EBP. |
| Whalen [97] | 2015 | Teaching Systematic Searching in a Baccalaureate Nursing Research Course | World views on Evidence-based Nursing | USA | Quantitative | Nursing students | Implementing systematic worksheets and research logs on students’ EBP projects | Students who did not use systematic search worksheets and research logs scored significantly lower on evidence summaries than students using systematic search worksheets and research logs. |
| Wonder [98] | 2015 | Active learning strategies to teach undergraduate nursing statistics: Connecting class and clinical to prepare students for EBP | Worldviews on evidence-based nursing | USA | Quantitative | Nursing students | Active learning strategy:Students are presented with a case scenario via PowerPoint to start the active learning experience.Small groups/ each person collects data individually (chocolate chip cookies, exercise). Methodological and statistical discussions | The active learning exercises and assignments had a positive impact on students’ academic and clinical development. Students reported that by beginning with simple exercises that allowed them to visualise and physically touch data, it enabled them to progress to more abstract and complex applications. |
| Yu [99] | 2013 | Improvement in critical thinking dispositions of undergraduate nursing students through problem-based learning: a crossover-experimental study | Journal of Nursing Education | China | Quantitative | Nursing students | One group receiving problem-based learning (PBL) and the other group receiving lecture-based learning (LBL) as a control | PBL is an effective method to improve the quality of medical teaching and the abilities of nursing students, as well as a means to improve implementation of knowledge, ability, and quality, but it also presents an effective means to improve critical thinking dispositions in nursing students in China. |
| Zhang [100] | 2012 | Assisting undergraduate nursing students to learn evidence-based practice through self-directed learning and workshop strategies during clinical practicum | Nurse Education Today | China | Quantitative | Nursing students | A pilot learning programme including a self-directed learning process for EBP basics and a workshop for critical appraisal of literature | Significant improvement in students’ perception of EBP knowledge, attitudes, beliefs, and behaviour. Students found the programme helpful in promoting their analytical and problem-solving abilities. |