A systematic review on educational interventions for learning and implementing evidence-based practice in nursing education: The state of evidence

Abstract

The aim of this systematic review was to gather, assess and synthesize evidence on educational interventions promoting learning and implementation of evidence-based practice in nursing education and their outcomes. Literature was sought from the Cochrane, CINAHL and PubMed databases. The data (10 articles) were analysed by applying qualitative content analysis. The analysis of the interventions produced five main categories: Theoretical foundations, Teachers and partnerships, Learning contents, Learning/teaching methods, and Learning tools. Outcomes of the evaluations were divided into three categories. A Web-based EBP learning module supplemented by help sessions, a program including the Self-Directed Learning Process for EBP Basics and a Workshop for Critical Appraisal of Literature, and an Evidence-Based Practice Project as a group work were interventions that had gained ‘excellent’ outcomes. When supporting nurse students’ learning of EBP, it is recommended to use a combination of self-directed learning and a consultation by a teacher when needed, different learning tools, as well as partnerships in planning and conducting interventions.