This national study sought to: a) describe the evidence-based practice (EBP) knowledge levels of nursing students enrolled in baccalaureate through doctorate of nursing practice programs; b) examine relationships between objective and subjective EBP knowledge measures; c) describe correlations between educational and demographic factors and EBP knowledge; and d) further evaluate validity and reliability evidence for the Evidence-Based Practice Knowledge Assessment in Nursing.
Rigorous evaluation of students’ EBP knowledge across nursing program levels is vital to enhancing education and patient care.
A cross-sectional, correlational design using large-scale survey procedures was used in this study.
Mean Evidence-Based Practice Knowledge Assessment in Nursing scores (N
= 674 respondents from five universities in the United States) increased with greater levels of nursing education degree attainment. A weak, positive correlation was found between objective and subjective EBP knowledge measures (r
= .13, p
More research is needed to identify effective approaches to EBP education in nursing programs.