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Table 2 Study characteristics (N = 81)

From: Methods for teaching evidence-based practice: a scoping review

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.