Self-perceived competence of evidence-based practice (EBP) among undergraduate nursing students in Bahrain: A cross-sectional study

Evidence-based practice (EBP) is essential for high-quality healthcare, ensuring that processes and patient care are guided by the best available evidence. Undergraduate nursing students are expected to be competent in EBP by the time they graduate. However, there is a gap regarding the understanding of nursing students' competence in EBP. This study aimed to investigate the self-perceived competency of EBP among BSc nursing (BSN) students in Bahrain. A cross-sectional study was conducted with 69 fourth-year BSN students using the validated Evidence-Based Practice Competence Questionnaire (EBP-COQ). The EBP-COQ uses a five-point Likert scale, with higher scores indicating greater self-perceived competence. Descriptive and inferential statistics, including correlation and group comparisons, were employed. Participants demonstrated moderately high overall EBP competence [Mean (SD) = 3.74(0.88)]. Attitudes toward EBP were mostly favourable (Mean = 4.26), followed by knowledge regarding EBP (Mean = 3.48) and skills related to EBP (Mean = 3.26). While students expressed confidence in posing clinical questions and understanding research design, they showed lower confidence in searching scientific databases and critically appraising evidence. Correlation analysis revealed significant positive relationships among knowledge, skills and attitude domains of EBP competence. No significant associations were found between EBP competence and demographic variables, including CGPA, gender, or prior research exposure. While nursing students exhibit positive attitudes toward EBP, notable skill gaps remain, particularly in evidence searching and appraisal. Nursing curricula should be strengthened through practical, skills-based EBP education, beginning early and integrated throughout the program.