Teaching evidence-based practice to non-native english-speaking undergraduate nursing students: An integrative literature review

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.