Table 3 Studies included in this review

André et al. [28]

Norway

Nurse Education in Practice

How undergraduate students can increase skills and knowledge towards EBP through participation in clinical research projects.

Pilot: Qualitative

Sample: Five third-year nursing students

Data collection: qualitative data from open-ended questions in a questionnaire. Kvale’s analysis method.

Four-stage intervention: 1. Information about voluntary participation in clinical research projects; 2. Education programme related to EBP; 3. Participation in clinical research projects; 4. Instructions and education on analysing and discussing findings. Allocating nursing students to small research projects and allowing them to participate in research projects is useful. Students experienced lack of EBP knowledge when joining the study. Positive collaboration with nurses. While students were motivated individually, external motivational factor was essential. The experience led to a positive approach and EBP knowledge.

Cader et al. [29]

UK

Nurse Education Today

Pre-registration nursing programme: exploring student experiences with accessing and utilising information for an assignment aimed at enhancing EBP skills.

Qualitative

Sample: 16 nursing students

Data collection: two focus groups. Grounded theory used in the analysis process.

Teaching strategy: conducting health needs analyses through collaboration with practice-based assignment. Three main themes were identified: 1. Challenges in evidence gathering: i.e., students need more skills in accessing, utilising and appraising information; 2. Nature of support needed: guidance from academic and library staff working in collaboration is required to enhance EBP skills; 3. Understanding the importance of evidence for practice: Bridging the gap between theory and practice. Development of computer and information literacy (IL) skills is important.

Friberg and Lyckhage [30]

Sweden

Nursing Education Perspectives

Development of literature-based models for Bachelor’s degree essays and evaluation of students’ experiences.

Qualitative Action

Sample: 34 lecturers and nearly 80 students divided into seven student groups who participated over the course of 4 years.

Data collection: Informal interviews and field notes. Reflective journals of 86 students. Content analysis.

Teaching strategy: writing Bachelor’s degree, essays and establishing teaching modules related to the research process (concept analysis, identifying evidence-based quantitative and qualitative research, critical assessment, identifying discourses in documents and practical implications of research). Cross-professional collaboration between faculty and library to improve lecturers’ competence. Literature-based models provided guidance to students and improved their skills in literature retrieval and academic writing. Development of computer literacy and IL skills.

Irvine et al. [34]

UK

Nurse Education in Practice

Implementation of changes to improve the teaching and learning of research methods in a second-year pre-registration nursing programme at one university.

Evaluation of students’ and lecturers’ experiences.

Mixed methods

1. A questionnaire answered by 49 out of 53 nursing students.

2. An informal qualitative ‘graffiti board’ evaluation of the cohort.

3. Group interview with four lecturers.

Calculation of mean questionnaire scores and framework analysis.

Teaching strategy: Established teaching modules related to the research process through student-centred approaches: e.g., experiential learning supported by the university’s virtual learning platform. Teaching and learning approaches: teaching sessions, guided sessions, group work and presentation. Conducting a small research project in groups facilitated by a lecturer: conducting a literature review, developing a proposal, ethics, collecting and analysing data and presenting results. Outcome: research understanding, critical analysis and poster presentations. EBP and literacy as an integrated element throughout the whole curricula (faculty and library). Different dispositions towards learning. Important to develop good learning environments.

Malik et al. [31]

Australia

Journal of Advanced Nursing

Understand the processes used by nurse academics when integrating EBP into teaching and learning.

Qualitative: constructivist grounded theory approach

Sample: 23 Australian academic nurses. Interviews, nine participants observed while teaching.

Document analysis.

Nurse academics are practicing diverse teaching and learning strategies, including lectures, tutorials, laboratory work, online activities and assignments. Some use the latest evidence in their lectures. Clinical experts are invited to give lectures. Teaching approaches, such as facilitating students’ learning by asking clinical questions, are used. Others teach EBP knowledge in laboratories. Academics perceive it to be challenging to find motivating and innovative teaching approaches. Different barriers such as lack of time, knowledge and experience with innovative teaching approaches were identified. Students seem to enjoy database-searching workshops delivered by the library staff. The first-year students learned to search for research and in their third year, students expected to conduct critical analysis research. A few academics strived to include the EBP process in the practice context. Through lectures, academics attempted to contextualise EBP with an aim to link evidence to practice.

Mattila and Eriksson [32] Finland

Nurse Education Today

Examine the significance of a learning assignment in relation to research skills and nursing students’ learning in clinical practice.

Qualitative: descriptive

Sample: 50 nursing students in clinical practice. Data collection: six open-ended questions related to research skills, learning during clinical practice and further development of the assignment. Content analysis.

Teaching strategy: Six-week programme in reading and oral presentations of results from a research article related to a chosen field and topic of nursing practice. Learning research skills created a better understanding of the format and core of an article in addition to introducing new perspectives. Oral presentation helped clarify research concepts, creativity was shown in presentations, increased awareness of research findings and clinical practice, academic presentation and discussion inspired the search for further research. The programme broadened students’ understanding of nursing care and their future nursing role, nurses’ responsibilities and evaluation of nursing outcomes.

Nayda and Rankin [33]

Australia

Australian Journal of Advanced Nursing

Map development of IL skills among BN students.

Evaluate BN students’ and academics’ understandings of IL, IL links to lifelong learning and subsequent implications for high-quality EBP.

Qualitative, exploratory and triangulated

Sample: focus group of 394 BN students and seven academics. Data collection: combination of document analysis, questionnaire and focus groups. Thematic analysis.

The main themes were roles (of library, lectures and student peers) and collaborative strategies in the curriculum. Despite completing an IL course, students lacked a comprehensive understanding of IL and IL skills, while academics related the term ‘IL’ to general literacy and had varying levels of computer knowledge. Study outcomes indicated the need for staff development and a progressive approach to the curriculum to ensure that students understand IL and its links to life-long learning, which requires collaboration between librarians, study skills advisors and academics. There is a need for an orchestrated and progressive process to ensure development of students’ IL skills, computer and information literacy, EBP and literacy as an integrated element throughout the whole curricula as well as cross-professional collaboration (faculty and library) in teaching.