EFFECT OF EVIDENCE-BASED PRACTICE (EBP) TRAINING ON RESEARCH UTILIZATION IN UNDERGRADUATE NURSING ASSIGNMENTS

Abstract

Background: Evidence-Based Practice (EBP) is essential in nursing education, equipping students with the skills to integrate current research into clinical and academic work. However, many undergraduate nursing students struggle to utilize research effectively in their assignments due to gaps in training and support. Structured EBP education may help bridge this gap and enhance research utilization skills. Aim: The study aimed to evaluate the effect of structured EBP training on research utilization in undergraduate nursing assignments among final-year BSN students in Swat, Pakistan. Methods: A quasi-experimental pre-test and post-test design was used. The study was conducted across various nursing colleges in Swat with a sample of 60 final-year nursing students selected through simple random sampling. A two-week structured EBP training program was implemented, focusing on developing clinical questions, literature searching, critical appraisal, and evidence integration. A validated research utilization assessment tool and assignment evaluation checklist were used for data collection. Pre- and post-intervention data were analyzed using SPSS version 27 with paired sample t-tests applied to determine significance. Results: The mean pre-test score was 56.2, which increased to 74.9 post-intervention. Assignment evaluations also showed marked improvements in the use of peer-reviewed literature, evidence integration, referencing, and critical appraisal. The paired t-test showed statistically significant improvement (p < 0.001). Conclusion: Structured EBP training significantly enhanced research utilization in undergraduate nursing assignments. Integrating EBP education into nursing curricula is crucial for developing evidence-informed future professionals.