A Multicountry Study On Nursing Students' Self-Perception

A Multicountry Study On Nursing Students Self Perceived Competence An

A Multicountry Study on Nursing Students’ Self-Perceived Competence and Barriers to Evidence-Based Practice Leodoro J. Labrague DM, RN, Denise McEnroe-Petitte PhD, RN, Melba Sheila D'Souza PhD, RN, Helen Shaji John Cecily PhD, RN, Dennis C. Fronda MAN, RN, Olaide B. Edet PhD, RN. This study compares self-perceived evidence-based practice (EBP) competence among nursing students in four countries (India, Saudi Arabia, Nigeria, and Oman) and investigates perceived barriers to EBP adoption. The study uses a descriptive, cross-sectional survey of 1,383 nursing students utilizing the Evidence-Based Practice Questionnaire (EBP-COQ) and the BARRIERS scale. Significant differences in EBP competence, knowledge, skills, and attitudes among the countries were found. Factors associated with EBP competence included gender, type of institution, and type of nursing student. Barriers to EBP included lack of authority to change policies, slow evidence publication, and insufficient clinical time. The authors suggest that academic and hospital leadership can enhance EBP competence by addressing these barriers and promoting evidence-informed practice among nursing students.

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Introduction

Evidence-based practice (EBP) is a fundamental component of modern nursing, aiming to improve patient outcomes through the integration of clinical expertise, patient values, and the most current scientific evidence. The study by Labrague et al. (2019) provides essential insights into the level of self-perceived EBP competence among nursing students across multiple countries, which is instrumental in identifying barriers to EBP adoption and devising strategies to bridge gaps in knowledge, skills, and attitudes. Understanding these perceptions in varied cultural and educational contexts allows stakeholders to develop targeted interventions fostering a culture of EBP in nursing education and clinical practice.

Analysis of the Study and Its Significance

The multicountry approach adopted by Labrague et al. (2019) enhances the generalizability of their findings, highlighting both commonalities and differences across diverse cultural settings. The study's robust sample size and use of validated instruments—EBP-COQ and BARRIERS scale—add to its reliability and validity. The significant differences found in EBP competence, knowledge, skills, and attitudes among nursing students from different nations underscore the influence of educational curricula and clinical environments. For instance, students in certain countries demonstrated higher self-perceived competence, potentially reflecting variations in curriculum emphasis, clinical exposure, and faculty support for EBP.

The identified factors associated with perceived EBP competence—gender, type of institution, and type of nursing student—align with prior research emphasizing the role of demographic and educational variables in EBP readiness. Gender differences may point toward sociocultural influences impacting confidence and engagement in EBP activities, while differences based on institution type suggest disparities in educational resources and clinical practice opportunities.

Barriers such as lack of authority to implement changes, slow evidence publication, and limited clinical time are persistent challenges globally, impeding the integration of EBP into routine practice. Addressing these obstacles requires systemic efforts involving academia, healthcare institutions, and policymakers.

Implications for Nursing Education and Practice

Nursing educators and administrators play a crucial role in enhancing EBP competence among students. Curricula should integrate EBP principles throughout training, emphasizing critical appraisal skills, clinical decision-making, and leadership. Clinical instructors must foster an environment that encourages inquiry and provides opportunities for students to participate in evidence-based interventions.

Hospitals and clinical sites can support EBP through dedicated time for research activities, mentorship programs, and empowering nurses to advocate for evidence-informed changes. Providing access to current literature, databases, and guidelines facilitates timely application of evidence.

Strategies to Overcome Barriers

To address reported barriers, institutions should:

- Foster a culture that grants nurses authority and responsibility to influence care policies.

- Streamline processes for evidence dissemination and ensure timely access to research findings.

- Allocate protected time in clinical schedules for EBP activities, including literature review and discussion.

- Offer continuous professional development focusing on EBP competencies.

- Promote interprofessional collaboration, leveraging diverse expertise to facilitate implementation.

Role of Nurses in Promoting EBP

Nurses are pivotal agents of change in healthcare, capable of translating evidence into practice. To do so, they must develop critical thinking skills, remain current with scientific literature, and advocate for changes based on robust evidence. Engaging in lifelong learning and participating in research initiatives enhance their capacity to implement EBP effectively.

They can also serve as catalysts within their teams by demonstrating EBP adoption, mentoring peers, and influencing organizational culture toward evidence-informed decision-making. Leadership and advocacy are essential for fostering an environment where EBP becomes the standard, ultimately leading to improved patient safety and quality of care.

Conclusion

The study by Labrague et al. (2019) highlights the varying perceptions of EBP competence among nursing students internationally and underscores shared barriers that hinder its integration. Addressing these challenges requires a collaborative effort across educational and clinical domains, emphasizing policy changes, resource allocation, and cultural shifts. Nurses, as frontline caregivers and change agents, must embrace continuous learning, advocacy, and leadership to promote EBP within healthcare systems. Strengthening EBP competencies early in nursing education and creating supportive clinical environments are pivotal steps toward advancing healthcare quality globally.

References

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