In the evolving landscape of healthcare, the integration of evidence-based practice (EBP) has become a fundamental component of nursing education, especially for undergraduate students. A recent qualitative study conducted by Ye, Qin, and Tang delves into the intricate experiences of nursing students as they navigate the complexities of EBP during their clinical internships. Published in BMC Nursing, this research sheds light on the multifaceted dimensions of how these budding professionals perceive and implement evidence-based strategies in real-world clinical settings.
The essence of evidence-based practice lies in its approach of integrating the best available research with clinical expertise and patient values. For nursing students, the transition from theoretical learning to practical application can be daunting. This study investigates the challenges and triumphs faced by students, providing invaluable insights that could refine nursing curricula and enhance the overall quality of patient care. Through in-depth interviews and personal reflections, the researchers gathered narratives that illuminate the intersection of knowledge and practice among future nurses.
The qualitative methodology employed in this study enables a deep exploration of student experiences. By engaging participants in conversations about their clinical internships, the researchers were able to collect rich, descriptive data that reveals the emotional and cognitive processes involved in applying EBP. The narratives highlight momentous learning opportunities and moments of uncertainty, showcasing the dual nature of clinical education where students are not just observers, but active participants in their own learning journey.
One key finding from the study indicates that students often grapple with the integration of theoretical knowledge into clinical practice. While many nursing programs emphasize the importance of EBP, students reported feelings of inadequacy when attempting to implement these practices in fast-paced clinical environments. This discrepancy between classroom education and clinical application underscores the necessity for educators to develop more practical training scenarios that will help bridge the gap between theory and practice.
Moreover, the study reveals that peer collaboration plays a pivotal role in assisting students as they adapt to evidence-based methods. Many participants reported that informal discussions with fellow interns and nursing staff provided a supportive network where they could share ideas, strategies, and experiences related to EBP. These collaborative interactions not only reinforced their understanding but also fostered a sense of community and belonging within the clinical setting.
The importance of mentorship also surfaced throughout the participants’ narratives. Many students pointed to the influence of experienced nurses who guided them through the complexities of EBP. This mentorship not only enhanced the students’ practical skills but also instilled confidence, reinforcing the notion that having supportive role models in healthcare settings can dramatically impact learning outcomes. The researchers argue that structured mentorship programs could be a vital component in nursing education, ensuring that students are equipped with both knowledge and practical skills.
As these undergraduate nursing students engaged in clinical internships, they faced various barriers to implementing EBP. Limited access to resources, time constraints, and the pressures of patient care often hindered their ability to consult evidence during critical decision-making moments. The study amplifies the need for healthcare institutions to create environments that prioritize evidence-based protocols, enabling students to become advocates for EBP even while they are still in training.
Furthermore, the research highlights the emotional toll that clinical practice can take on nursing students. While the excitement of patient care can be exhilarating, it is equally paired with stress and self-doubt. The participants’ accounts reveal that the pressure to conform to clinical expectations can deter them from seeking evidence-based solutions, underscoring the importance of mental health support and resilience training within nursing programs.
The findings of this qualitative study hold significant implications for nursing curriculum development. Institutions might consider revising their educational frameworks to better support the integration of EBP in clinical practice. By embedding EBP into every aspect of nursing education, from lectures to simulations, educators can prepare students to more confidently utilize evidence in their practice, ultimately enhancing patient care outcomes.
Additionally, as the healthcare landscape continues to evolve, the need for continuous education in EBP becomes apparent. The study suggests that nursing programs should not only focus on foundational knowledge but also encourage lifelong learning practices, equipping students to remain current with emerging research and trends in healthcare. This commitment to ongoing education can empower nursing professionals to adapt to changing patient needs and improve the quality of care.
In conclusion, the qualitative study conducted by Ye, Qin, and Tang offers a critical examination of undergraduate nursing students’ experiences with evidence-based practice during their clinical internships. By highlighting the challenges, support systems, and educational implications, the research provides a roadmap for enhancing nursing education and practice. As we continue to navigate the complexities of healthcare, understanding the experiences of nursing students in relation to EBP will be essential in fostering a new generation of confident and competent nursing professionals.
The findings from this study call for a collective effort from educators, healthcare institutions, and nursing students themselves to cultivate an environment where evidence-based practice is not just taught, but also seamlessly integrated into clinical experiences. By prioritizing EBP, the nursing community can ensure that future generations deliver high-quality, patient-centered care that is rooted in the best available evidence.
Subject of Research: Experiences of undergraduate nursing students with evidence-based practice during clinical internships
Article Title: Undergraduate nursing students’ experiences with evidence-based practice during clinical internship: a qualitative study
Article References:
Ye, Z., Qin, H. & Tang, W. Undergraduate nursing students’ experiences with evidence-based practice during clinical internship: a qualitative study.
BMC Nurs (2026). https://doi.org/10.1186/s12912-026-04343-2
Image Credits: AI Generated
DOI:
Keywords: Evidence-based practice, nursing education, qualitative study, clinical internship, student experiences
Tags: challenges in evidence-based nursingemotional experiences of nursing internsinsights from nursing internshipsintegration of research and clinical expertisenarratives in nursing educationnursing education and evidence-based practicenursing students’ clinical internship experiencespatient care quality improvementsperceptions of evidence-based strategiespractical application of evidence-based practicequalitative research in nursingrefining nursing curricula for better practice
