Students' perceptions of research and evidence-based practice pedagogy

Background/Aims Research and evidence have a long history in midwifery education and practice. This literature review aimed to give an overview of student nurses' and midwives' perceptions of research and evidence‑based practice pedagogy in their pre‑registration training. Methods Nine databases were searched for studies published between 2009 and 2024 that explored students' perceptions. The findings of 29 studies were integrated to identify predominant themes. Results The way research and evidence‑based practice education were facilitated was generally satisfactory to students, although they may value learning about these topics less than clinical elements. For some students, there was a disconnect between what they learnt in university and what they believed was needed in practice. This could be because of a lack of evidence‑based behaviours demonstrated by qualified clinicians. Conclusions For some students, there is a detachment between what is taught in theory and what is considered necessary for practice concerning research and evidence‑based practice. Given that evidence‑based practice is a cornerstone of midwifery, understanding how to diminish this disconnect would be beneficial and assist in closing the practice–theory gap. Implications for practice To strengthen evidence‑based midwifery care, lecturers and clinical educators responsible for pre‑registration midwifery practice should look to address barriers that contribute to the disconnect between research and clinical practice.