Exploring facilitators and barriers to evidence-based practice teaching and practice in nursing education settings transitioning to university-based education: A focus group study

Background: Evidence-based practice (EBP) is now considered the gold standard in healthcare practice. The World Health Organization recommends that clinical decisions be made based on evidence. Nurse educators should train nursing students in EBP and adapt their teaching methods to current evidence within the context of the transition to university-based nursing education. It is therefore necessary to conduct an assessment of EBP practice and teaching in France.

Objective: To explore the facilitators and barriers to EBP teaching and practice in educational settings. Methods: An exploratory, multicenter, descriptive qualitative study using focus groups was conducted. Twenty-four nurse educators participated in five focus groups. Results: The facilitators for EBP implementation were: adapted individual conceptions of EBP, a favorable environment, and students’ final theses. However, barriers to implementation were identified, including misperceptions, lack of knowledge, and lack of prioritization of EBP. Conclusion: Training nurse educators in EBP could facilitate its implementation and support students in applying EBP in practice. The ongoing transition of nursing education to the university system in France, along with the reform of the nursing curriculum, should serve as levers for its implementation.