| Title: | Teaching evidence-based practice to non-native english-speaking undergraduate nursing students : an integrative literature review |
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| Authors: | ID Peršolja, Melita (Author) |
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| Files: |  https://doi.org/10.1016/j.nepr.2025.104496
https://www.sciencedirect.com/science/article/pii/S1471595325002537?via%3Dihub
RAZ_Persolja_Melita_2025.htm (164,07 KB)
MD5: AC2FD91E25FE711276D7D4835E7B9408
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| Language: | English |
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| Work type: | Unknown |
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| Typology: | 1.02 - Review Article |
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| Organization: | FVZ - Faculty of Health Sciences
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| Abstract: | Aim/objective: To analyse and synthesise current evidence on educational strategies for teaching evidence-based practice (EBP) to undergraduate nursing students, with a specific focus on non-native English-speaking learner populations. Background: Teaching EBP in non-native English-speaking settings presents distinct challenges, including language proficiency barriers, limited access to research literature and variability in pedagogical approaches. Despite the range of educational strategies introduced in the literature, a universally accepted or recommended method has yet to be established. Design: An integrative literature review was conducted to examine peer-reviewed empirical studies on EBP education published between 2015 and 2025, with a focus on educational strategies. The review was carried out in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Methods: Twelve studies met the inclusion criteria. Methodological quality was assessed using the Joanna Briggs Institute Critical Appraisal Tools. An inductive thematic analysis was employed to synthesise the findings. Results: All reviewed studies employed quantitative methodologies with a pre-post or quasi-experimental design. Thematic analysis identified five key categories in teaching EBP: educational methods, technology integration, clinical focus, collaboration, intervention duration and outcomes. The studies showed that various educational methods demonstrated effectiveness in enhancing nursing students’ EBP competencies, as reflected in improved knowledge, attitudes and skills. Conclusions: Diverse and scaffolded teaching methods enhance EBP competencies in non-native English-speaking nursing students. A longitudinal, multimodal and flexible approach emphasising collaboration, integration and practice orientation with technological support, appears most effective. Internationally informed guidelines are needed to ensure consistent development of core EBP competencies globally. |
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| Keywords: | evidence-based practice, nursing students, nursing education, teaching strategies |
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| Publication version: | Version of Record |
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| Publication date: | 01.01.2025 |
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| Year of publishing: | 2025 |
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| Number of pages: | str. 1-9 |
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| Numbering: | Vol. 87, [article no.] 104496 |
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| PID: | 20.500.12556/RUP-21518  |
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| UDC: | 616-083:37 |
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| ISSN on article: | 1471-5953 |
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| DOI: | 10.1016/j.nepr.2025.104496 |
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| COBISS.SI-ID: | 244935939 |
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| Publication date in RUP: | 05.08.2025 |
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| Views: | 551 |
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| Downloads: | 1 |
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