Content area
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.
Details
Active Learning;
Cooperative Learning;
Evidence Based Practice;
Curriculum Evaluation;
Evaluative Thinking;
Educational Environment;
Database Management Systems;
Learner Engagement;
Educational Games;
Ability Grouping;
Educational Strategies;
Algorithms;
Undergraduate Students;
Influence of Technology;
Distance Education;
Conventional Instruction;
Educational Methods;
Educational Technology;
Blended Learning;
Flipped Classroom;
Electronic Learning;
Lifelong Learning;
Computer Use;
Educational Needs
Language proficiency;
Collaboration;
Teaching methods;
Curricula;
Intervention;
Content analysis;
Evidence-based practice;
Distance learning;
Systematic review;
Knowledge;
Critical thinking;
Nursing education;
Information literacy;
Quasi-experimental methods;
Subject heading schemes;
Nursing;
Scholarly publishing;
Competence;
Skills;
Research methodology;
Evidence-based nursing;
Literature reviews;
Meta-analysis;
Quantitative analysis;
Educational technology;
College students;
Research design;
Strategies;
Nurses;
Student attitudes;
Teaching;
Limited English proficiency;
English language;
English as a second language learning
