Evidence-based practice among Polish nurses: a cross-sectional study of knowledge, attitudes, and the role of nurse leaders

Evidence-based practice (EBP) is recognised as a cornerstone of high-quality nursing care. Although widely promoted globally, its implementation remains uneven, especially in Central and Eastern Europe. This study assessed Polish nurses’ EBP knowledge, attitudes, and skills, and examined associations with education, age, and professional position. A descriptive cross-sectional study was conducted among 181 registered nurses in Poland between 1 April and 31 May 2023. Data were collected via an online survey using the Polish version of the Evidence-Based Practice Profile Questionnaire (EBP2). Descriptive statistics, Spearman’s rho correlations, the Kruskal–Wallis test, and the Mann–Whitney U test were used for analysis (α = 0.05). Respondents reported high awareness and positive attitudes toward EBP; however, routine use of EBP components was limited. For example, only 21.5% reported formulating a clinical question at least weekly, while 23.2% never did; 74.0% critically appraised the methodological quality of literature less than once a month or never. Older age was negatively associated with intention to expand EBP competence (ρ = −0.24, p = 0.001) and EBP-related skills (ρ = −0.17, p = 0.019). Educational level significantly differentiated multiple EBP domains (e.g., η² up to 0.07), with the highest scores among nurses holding a master’s degree with specialisation. Nurses in managerial roles also demonstrated higher EBP competence and use than staff nurses (p < 0.05; η² up to 0.05). Organisational and peer support were frequently reported as key motivators for EBP use. Polish nurses in this sample reported positive attitudes toward evidence-based practice (EBP), but routine implementation of core EBP activities remained limited. Higher educational attainment and holding a managerial (nursing leadership) role were associated with stronger EBP competence and use, whereas older age was linked to lower engagement in selected domains. Strengthening EBP may benefit from structured education alongside active support from nursing leaders and enabling conditions (e.g., protected time and access to evidence resources) to narrow the evidence–practice gap.