Assessing knowledge, attitudes, and skills toward evidence-based practice among Palestinian nursing students.

Abstract

Introduction: Evidence-based practice (EBP) integrates clinical expertise, patient preferences, and research evidence to guide healthcare decisions. Despite its global importance, research on EBP competencies among Palestinian nursing students remains limited. This study aims to explicitly assess EBP competency levels; knowledge, attitudes, and skills, while identifying key predictors and barriers affecting EBP integration.

Methods: A cross-sectional study was conducted with 273 nursing students from Palestine Ahliya University using the validated Evidence-Based Practice Competence Questionnaire (EBP-COQ). Data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression.

Results: Participants exhibited moderate evidence-based practice (EBP) competency, with an overall score of 59.4% (mean = 74.3/125). Domain-specific scores revealed knowledge (58%), attitudes (62%), and skills (58%) at comparable levels. Multiple linear regression identified academic progression (fourth-year status: β = 5.982, p < 0.001) and self-directed learning (papers read monthly: β = 3.133, p < 0.001) as strong predictors of higher competency. Notably, prior EBP training showed a significant negative correlation with competency (r = -0.492, p < 0.001), raising concerns about the quality and effectiveness of existing training programs.

Conclusion: This study provides the first systematic assessment of EBP competency among Palestinian nursing students. While academic progression and self-directed learning enhance competency, concerns over the quality of EBP training programs require urgent attention. The findings underscore the need for curriculum reforms, structured mentorship, and improved access to research resources to enhance EBP integration into nursing education and practice in Palestine.

Clinical trial number: Not applicable.