Jul 2026· International Journal of Health Sciences and Research· 0 citations· 10 references
TL;DR
Nursing professionals showed favourable attitudes toward evidence-based practice; however, organizational and educational barriers continue to hinder its implementation.
Abstract
Background: Evidence-based practice (EBP) is essential in modern nursing practice for improving patient outcomes, ensuring quality care, and strengthening professional decision-making. Despite the recognized importance of EBP, several barriers limit its implementation in clinical settings.
Objective: To assess the attitudes and barriers toward evidence-based practice among nursing professionals of Private Hospital.
Methods: A descriptive cross-sectional study was conducted among nursing professionals at Private Hospital, during a two-month internship period from 29th July to 30th September 2021. A structured self-administered questionnaire was used to collect data regarding knowledge, attitudes, and perceived barriers toward EBP. Of 108 nurses targeted based on calculates sample size, 61 registered nurses completed and returned the questionnaire. Descriptive statistics were used to summarize the findings.
Results: Most participants demonstrated positive attitudes toward EBP. Nearly all respondents agreed that EBP improves nursing practice (98.4%), brings rapid knowledge advancement (98.4%), and should be included in nursing curricula (98.4%). Major barriers identified included excessive workload and time limitations (96.7%), lack of interest in EBP (96.7%), lack of knowledge regarding EBP (96.7%), lack of training (96.7%), and limited access to resources (93.4%). However, peer support was not considered a major barrier by most respondents (90.2%).
Conclusion: Nursing professionals showed favourable attitudes toward evidence-based practice; however, organizational and educational barriers continue to hinder its implementation. Continuous professional education, institutional support, and improved access to research resources are necessary to enhance EBP adoption in nursing practice.
Key words: Evidence-based practice, nursing professionals, barriers, attitude, nursing education, cross-sectional study
Nurses are expected to apply the best available evidence in their clinical decision-making processes to enhance patient safety and reduce the risk of medical errors. This study aimed to examine the effect of nurses’ attitudes toward EBP on their tendency to commit medical errors. A descriptive, cross-sectional, and correlational design was used with a sample of 412 nurses. To reach nurses in public hospitals, we adopted a census sampling approach. Data were gathered through face-to-face interviews using a Google Forms questionnaire—accessible via QR codes and email—which incorporated the Attitude Toward Evidence-Based Nursing Scale and the Medical Error Tendency Scale in Nursing. Descriptive statistics and structural equation modeling (SEM) were conducted to test the hypothesized model in accordance with the STROBE guidelines. Nurses reported moderately positive attitudes toward EBP and comparatively low tendencies to commit medical errors. Postgraduate education was significantly associated with more positive EBP attitudes and lower error tendencies. The SEM results revealed a significant association between more positive EBP attitudes and reduced medical error tendencies (β = 0.41, p < 0.001). The proposed model showed acceptable fit indices. Positive attitudes toward evidence-based nursing were significantly associated with a reduced tendency to commit medical errors. Nursing leaders and policymakers should implement strategies to strengthen nurses’ EBP attitudes and mitigate the risk of errors through targeted education, mentorship, and supportive organizational policies and practices. Not applicable.
BACKGROUND
Modern healthcare systems are experiencing a rapid state of change, and it is evidence-based practice (EBP) that is playing a key role in ensuring safe and quality patient care. While EBP has been correlated with favorable patient outcomes, its predictive association with the quality of nursing work life (QNWL) has not been explored, especially in the Middle East region like Jordan.
AIM
This study evaluated EBP knowledge, attitudes, practices, and barriers among Jordanian nurses and factors that predict QNWL.
METHODS
Descriptive, correlational, and cross-sectional research designs have been used. A convenience sample of 198 nurses in five Jordanian hospitals was completed in EBPQ, EBP Barriers Scale, and Brooks' QNWL Scale.
RESULTS
Participants (mean age 29.99; 58.1% female) reported a moderate level of EBP (M = 111.30) or QNWL (M = 153.45). Organizational issues were the greatest challenge to EBP implementation. Higher levels of QNWL had significant relationships with being female, having a bachelor's degree, and working in private hospitals. Of interest, EBP knowledge was one of the predictors of QNWL, followed by educational level.
LINKING EVIDENCE TO ACTION
Findings indicate that strengthening the knowledge of nurses on EBP can improve QNWL. Structured skill-based EBP training and skills development through mentorship should be given priority. Managers should encourage conducive environments with time and resource protection. Policymakers should make EBP competencies part of continuing professional development as well as licensure standards. Future studies should use longitudinal and intervention designs to investigate mechanisms of causal influence and test EBP-oriented workforce strategies.
A. Khalifeh, Ahmad Rayan, Suhair Al-ghabeesh et al.· Worldviews on Evidence-Based...· 0 citations
Nursing curricula should integrate practice-centered and research-engaged strategies to support sustained EBP development across the academic–clinical transition, with future longitudinal and objectively measured studies needed to confirm developmental claims.
F. Mersal, M. Baqeas, Abdulhamid Gharib Alrwili et al.· Frontiers in Medicine· 0 citations
BACKGROUND
Advanced practice registered nurses (APRNs) play a critical role in addressing health care access, yet regulatory barriers in states without full practice authority (FPA) limit their capacity to provide care. Tennessee remains a restricted-practice state, and limited data exist on Tennessee APRNs' attitudes and perceptions regarding FPA.
PURPOSE
The purpose of this Doctor of Nursing Practice project was to examine the attitudes, perceptions, and beliefs of APRNs in Tennessee related to FPA and to identify factors influencing their perspectives.
METHODOLOGY
A cross-sectional, web-based survey was distributed via email to all APRNs listed in the Tennessee state licensure database from October 1 through December 31, 2023. The survey included a total of 26 structured questions with Likert-type responses and open-ended questions. Descriptive statistics and thematic analysis were used to analyze quantitative and qualitative data, respectively. The Vanderbilt Institutional Review Board exempted the study.
RESULTS
A total of 1,484 APRNs responded (9% response rate), with 1,281 complete responses. Most respondents were nurse practitioners (n = 1,285; 86.6%). More than two thirds (n = 978; 67.4%) indicated a preference for FPA, with rural APRNs showing significantly higher support (76.5%) compared with suburban (63.3%) and urban (63.5%) APRNs. Although 81.5% of respondents reported a strong understanding of FPA, qualitative analysis of 7,630 open-ended responses revealed that approximately 25% of those reporting a high level of understanding held misconceptions about FPA's scope and implications.
CONCLUSIONS
Tennessee APRNs broadly support FPA, particularly those in rural settings, yet significant misconceptions persist. These findings highlight the need for targeted educational initiatives and informed advocacy to advance FPA policy in Tennessee and other restricted-practice states.
IMPLICATIONS
Targeted education is needed to address APRN knowledge gaps and bolster advocacy. Advancing FPA will require coordinated education, legislative action, and public awareness to improve health care access and workforce utilization.
Mark D Miller, Jennifer C Barut· Journal of the American Asso...· 0 citations
Community health nursing (CHN) is central to primary healthcare delivery, but undergraduate nursing students may encounter educational, organizational, resource-related, and sociocultural barriers that affect their readiness for community-based practice. This study aimed to identify and quantify perceived barriers to CHN practice among nursing students in Saudi Arabia and to examine their relationships with self-reported educational preparedness and organizational support.
A quantitative cross-sectional survey was conducted among nursing students enrolled in Saudi universities. A structured online questionnaire assessed perceived CHN practice barriers, educational preparedness, and organizational support. The instruments underwent cultural adaptation, forward-backward translation, expert-panel content validation, pilot testing, and internal-consistency assessment. Descriptive statistics, non-parametric tests, correlation analyses, and exploratory multiple linear regression were used.
A total of 139 nursing students completed the survey. Participants reported minor-to-moderate overall barriers (
M
= 2.69, SD = 0.96). Resource barriers were rated highest, with shortage of equipment (
M
= 2.93, SD = 1.38) and lack of educational materials (
M
= 2.86, SD = 1.32) identified as the most salient challenges. Educational preparedness (
M
= 3.25, SD = 0.98) and organizational support (
M
= 3.46, SD = 1.03) were rated moderately positive. Small-to-moderate positive correlations were observed between barriers and educational preparedness (
r
= 0.269,
p
= 0.001) and between barriers and organizational support (
r
= 0.242,
p
= 0.004); these findings were interpreted cautiously as potentially reflecting awareness effects, conceptual overlap, or shared-method variance. The multivariable regression model was not statistically significant and explained a small proportion of variance (
R
2
= 0.089,
p
= 0.052).
Nursing students in Saudi Arabia perceived meaningful, though not severe, barriers to effective CHN practice, with resource limitations and skills gaps as primary concerns. The findings support strengthened curriculum-practice integration, expanded simulation and community-immersion experiences, improved placement resources, and targeted faculty development aligned with healthcare transformation priorities.
The #Evidencer Project, self‐directed online training in EBP was well regarded for its accessibility, flexibility, and quality, but participants perceived it as insufficient as a standalone strategy for comprehensive EBP implementation.
A. J. Ramos-Morcillo, Serafín Fernández-Salazar, José Antonio Vera-Pérez et al.· Journal of Nursing Managemen...· 0 citations