ARTICLE REVIEW| NCM 103 1

JOANA MARIE S. HERNANDEZ

BSN-1201

The article "Evidence-based practice beliefs and implementations: a cross-sectional

study among undergraduate nursing students" by Nesrin N. Abu-Baker, Salwa AbuAlrub,
Rana F. Obeidat, and Kholoud Assmairan, published in BMC Nursing, examines the attitudes
and application of evidence-based practice (EBP) among undergraduate nursing students in
Jordan. Evidence-based practice (EBP), which combines clinical skill, research evidence, and
patient values, is essential for enhancing patient outcomes and healthcare quality. Although
the relevance of evidence-based practice (EBP) is widely acknowledged, past research has
shown that nurses often do not execute it optimally. This emphasizes the role of attitudes
about EBP in influencing its use in clinical practice. The authors aim to fill the knowledge
gap about the views and implementation of evidence-based practice (EBP) among
undergraduate nursing students in Jordan. Their objective is to investigate students' beliefs
and practices of evidence-based practice (EBP) using a cross-sectional study. They also
intend to analyze any variations in views and practices based on prior EBP training and
evaluate the correlation between beliefs and practices. The study employs a systematic
questionnaire and statistical techniques to collect and analyze the data. The findings indicate
that students hold good ideas about evidence-based practice (EBP) but face obstacles when it
comes to implementing them. This suggests that there may be a gap in nursing education. The
study highlights the significance of incorporating evidence-based practice (EBP) into nursing
courses and offering sufficient training to improve students' understanding and ability to
apply EBP. The authors emphasize the necessity of cooperation among nursing educators,
administrators, clinicians, and students to close the divide between education and practice and
promote evidence-based nursing care.

The article analyzes the views and application of evidence-based practice (EBP)
among undergraduate nursing students in Jordan. The study emphasizes the significance of
evidence-based practice (EBP) in nursing education and healthcare, stressing its function in
enhancing patient outcomes and healthcare quality while concurrently lowering costs.
Although the need for evidence-based practice (EBP) is widely acknowledged, past research
has indicated that nurses often do not execute it effectively. This suggests that there is a need
to improve students' attitudes and abilities when it comes to EBP. The authors conducted a
cross-sectional survey to investigate the views and implementation of evidence-based
practice (EBP) among 241 undergraduate nursing students from two universities in Jordan.
The findings suggest that although students generally have favorable attitudes towards the
importance of evidence-based practice (EBP) in patient care, their actual ability to apply EBP
in clinical settings is limited. More precisely, a majority of students, exceeding 70%,
acknowledge the significance of evidence-based practice (EBP), although fewer than half of
them consistently engage in EBP activities. Furthermore, there was no notable correlation
between the students' beliefs and their practical application of evidence-based practice (EBP).
Nevertheless, students who had undergone prior evidence-based practice (EBP) instruction
had greater levels of belief and implementation scores in comparison to those who had not
received any training. The study highlights the necessity for educational institutions to
modify nursing curricula in order to more effectively integrate evidence-based practice (EBP)
concepts and offer sufficient training to students. The recommendations propose using
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methods such as incorporating evidence-based practice (EBP) principles into academic

curricula, providing professional development opportunities, and advocating for ongoing
education for both nursing educators and practitioners. The results contribute to the
comprehension of the disparity between nursing students' views on evidence-based practice
(EBP) and its actual execution. This highlights the significance of closing this gap in order to
improve nursing care and further the field of nursing science.

The article investigates the opinions and application of evidence-based practice (EBP)
among undergraduate nursing students in Jordan. The article emphasizes the significance of
evidence-based practice (EBP) in the field of nursing and the advantages it provides, such as
enhancing patient outcomes and reducing healthcare expenses. The authors have identified a
deficiency in previous research regarding the views and use of evidence-based practice (EBP)
among undergraduate nursing students in Jordan. This has motivated them to conduct their
own study.

The article is notable for its precise statement of the research objectives, thorough
methodology, and meticulous exposition of the findings. The cross-sectional, correlational
survey design adequately addresses the research topics, and the involvement of two
governmental universities in Jordan improves the study's ability to be applied to a wider
population. Furthermore, employing validated scales for data collection enhances the
dependability and accuracy of the results. The study's impressive response rate of 91%
further enhances its credibility. However, there are several disadvantages that should be taken
into account. Firstly, the study's use of convenience sampling may restrict the sample's
representativeness and create selection bias. In addition, the accuracy of the data may be
influenced by self-report bias, especially when it comes to students' use of evidence-based
practice (EBP). The authors acknowledge the existing limitations and propose potential
directions for future studies, such as utilizing more extensive and random samples and
exploring the obstacles to implementing evidence-based practice among nursing students in
Jordan.

The authors present a concise account of the technique, including the data collection
process, ethical considerations, and data analysis procedures. However, a more
comprehensive analysis of the content and method of delivering evidence-based practice
(EBP) training to students could have provided significant insights into its efficacy. The
article effectively conveys its primary results and implications for nursing education and
practice in a clear and persuasive manner. The discussion part provides a detailed and subtle
analysis of the findings, emphasizing the difference between students' views and the practical
use of evidence-based practice (EBP). The conclusion concisely outlines the consequences of
the study and emphasizes the significance of incorporating evidence-based practice (EBP)
into nursing curricula.

The article is particularly relevant to the domains of nursing education and evidence-
based practice (EBP). This covers the critical matter of closing the gap between nursing
education and the application of evidence-based practice (EBP) in clinical settings, which has
significant implications for patient care and healthcare results. The study examines the views
and application of evidence-based practice (EBP) among undergraduate nursing students in
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Jordan. It aims to further our understanding of how nursing education may effectively equip
students to incorporate research evidence into their clinical practice. The results emphasize
the significance of integrating evidence-based practice (EBP) into nursing courses and
emphasize the necessity for focused instructional approaches to improve students'
understanding and proficiency in EBP. Considering the worldwide focus on evidence-based
practice (EBP) as a fundamental skill in nursing, the results of this study hold enduring
importance for educators, legislators, and healthcare organizations aiming to enhance the
standard of nursing care and patient results.

The study on evidence-based practice (EBP) among undergraduate nursing students

benefits from the valuable skills and insights of authors Nesrin N. Abu-Baker, Salwa
AbuAlrub, Rana F. Obeidat, and Kholoud Assmairan, who are linked with different academic
institutions in Jordan. Their expertise in nursing education and research, demonstrated by
their affiliations with academic institutions and their contributions to the study's design, data
collection, and analysis, showcases their dedication to the advancement of nursing science
and education. Although the authors strive to preserve objectivity when presenting the study's
findings and conclusions, it is important to acknowledge their opinions as educators and
scholars on the subject. Their personal experiences and opinions are likely to shape their
support for integrating evidence-based practice (EBP) into nursing curricula, as well as their
suggestions for improving students' understanding and proficiency in EBP. Furthermore, the
authors' declaration of no competing interests or conflicts of interest strengthens the
reliability of their research and emphasizes their commitment to advancing evidence-based
nursing practice for the benefit of students and patients.

Upon comparing the article "Evidence-based practice beliefs and implementations: a

cross-sectional study among undergraduate nursing students" by Abu-Baker et al. with the
study "Beliefs and implementation of evidence-based practice among community health
nurses: A cross-sectional descriptive study" by Pereira et al., various similarities and
differences can be noticed. Both publications examine the attitudes and application of
evidence-based practice (EBP) among healthcare workers, albeit in different settings
(undergraduate nursing students in Jordan and community health nurses in Switzerland).

Both studies consistently emphasize the significance of evidence-based practice

(EBP) in enhancing patient care and clinical outcomes. Both groups of participants exhibited
optimistic opinions regarding the significance of evidence-based practice (EBP) in improving
the quality of healthcare delivery. However, there is a significant discrepancy in the extent to
which evidence-based practice (EBP) is being implemented. Although undergraduate nursing
students in Jordan expressed positive beliefs, they reported low levels of evidence-based
practice (EBP) application. Similarly, community health nurses in Switzerland likewise
showed poor rates of EBP adoption in their everyday practice. This indicates a widespread
difficulty in converting optimistic convictions regarding evidence-based practice (EBP) into
concrete behaviors at the patient's bedside or in healthcare settings within the community.

Additionally, both publications emphasize the significance of education and training

in shaping ideas and practices about evidence-based practices (EBP). Abu-Baker et al.
discovered that undergraduate nursing students who received previous instruction in
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evidence-based practice (EBP) had greater levels of conviction and execution in comparison
to those who did not receive such instruction. Pereira et al. found strong correlations between
views regarding evidence-based practice (EBP) and the ways in which respondents were
informed about it. They also discovered connections between implementation rates and the
level of awareness respondents had about EBP and its sources. This highlights the
significance of focused educational initiatives to close the disparity between favorable views
towards evidence-based practice (EBP) and its practical implementation.

To summarize, both studies highlight the favorable views towards evidence-based

practice (EBP) among healthcare professionals. However, they also reveal the difficulties of
effectively putting these beliefs into practice. To tackle these obstacles, it is necessary to not
only improve educational tactics to foster EBP knowledge and skills but also provide
customized treatments that facilitate the smooth incorporation of EBP into clinical practice
across various healthcare settings and professional positions.

The article titled "Evidence-based practice beliefs and implementations: a cross-

sectional study among undergraduate nursing students" provides insights into the attitudes
and utilization of evidence-based practice (EBP) among undergraduate nursing students in
Jordan. The study indicates that students generally have favorable attitudes towards the
significance of evidence-based practice (EBP) in patient care. However, their practical
application of EBP in clinical settings is insufficient. Despite this difference, the results
emphasize the importance of educational institutions improving nursing curricula and
offering sufficient training to close the gap between belief and practice in evidence-based
practice (EBP). The study's implications go beyond nursing education, highlighting the
crucial importance of evidence-based practice in enhancing healthcare outcomes and
decreasing expenses. Furthermore, the examination of comparable research emphasizes the
shared difficulties encountered by healthcare practitioners globally in successfully
incorporating evidence-based practice into their work. In the future, it is necessary to conduct
more research to investigate customized educational interventions and supportive measures
that can enhance students' comprehension and implementation of evidence-based practice.
This will ultimately improve the quality of nursing care and patient outcomes.

Abu-Baker, N. N., AbuAlrub, S., Obeidat, R. F., & Assmairan, K. (n.d.). Evidence-based
practice beliefs and implementations: a cross-sectional study among undergraduate nursing
students. 2021. https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-020-00522-x

Pereira, F., Pellaux, V., & Verloo, H. (2018). Beliefs and implementation of evidence-based
practice among community health nurses: A cross-sectional descriptive study. Wiley Journal
of Clinical Nursing. https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/jocn.14348