A Multicountry Study on Nursing Students’ Self-Perceived Competence and Barriers to Evidence-Based Practice

Leodoro J. Labrague*, Denise McEnroe-Petitte, Melba Sheila D'Souza, Helen Shaji John Cecily, Dennis C. Fronda, Olaide B. Edet, Julia Enang Ibebuike, Latha Venkatesan, Joseph U. Almazan, Majid Al Amri, Ephraim C. Mirafuentes, Arcalyd Rose R. Cayaban, Asma Al Yahyaei, Jawaher A. Bin Jumah

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)


Background: Nursing education and training are essential in the attainment of evidence-based practice (EBP) competence in nursing students. Although there is a growing literature on EBP among nursing students, most of these studies are confined to a single cultural group. Thus, cross-cultural studies may provide shared global perspectives and theoretical understandings for the advancement of knowledge in this critical area. Aims: This study compared self-perceived EBP competence among nursing students in four selected countries (India, Saudi Arabia, Nigeria, and Oman) as well as perceived barriers to EBP adoption. Methods: A descriptive, cross-sectional, and comparative survey of 1,383 nursing students from India, Saudi Arabia, Nigeria, and Oman participated in the study. The Evidence-Based Practice Questionnaire (EBP-COQ) and the BARRIERS scale were used to collect data during the months of January 2016 to August 2017. Results: Cross-country comparisons revealed significant differences in EBP competence (F = 24.437, p <.001), knowledge (F = 3.621, p =.013), skills (F = 9.527, p <.001), and attitudes (F = 74.412, p <.001) among nursing students. Three variables including nursing students’ gender (β =.301, p <.001), type of institution, (β = −0.339, p =.001), and type of nursing student (β =.321, p <.001) were associated with EBP competence. Barriers to EBP adoption included having no authority to change patient care policies (M = 1.65, SD = 1.05), slow publication of evidence (M = 1.59, SD = 1.01), and paucity of time in the clinical area to implement the evidence (M = 1.59, SD = 1.05). Linking Evidence to Action: Both academe and hospital administration can play a pivotal role in the successful acquisition of EBP competence in nursing students.

Original languageEnglish
Pages (from-to)236-246
Number of pages11
JournalWorldviews on Evidence-Based Nursing
Issue number3
Publication statusPublished - Jun 2019


  • attitudes
  • competence
  • cultural implications
  • evidence-based practice
  • knowledge
  • multicountry research
  • nursing student
  • skills

ASJC Scopus subject areas

  • Nursing(all)


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