Knowledge, Attitudes, and Practices Regarding Evidence-Based Practice Among Nurses and Nursing Students in Vietnam: A Systematic Review

Background: Evidence-based practice (EBP) is a core competency in nursing education and practice. However, no systematic review in Vietnam has comprehensively evaluated EBP competencies among nursing students and nurses, hindering the development of targeted education programs and interventions. Purpose: This review aimed to assess the knowledge, attitudes, and of EBP among nursing students and nurses in Vietnam, and to identify associated factors and barriers to EBP implementation. Methods: A systematic search was conducted in PubMed, the Cochrane Library, Google Scholar, and Vietnamese sources (medical journals, national digital libraries) for quantitative studies published between 2016 and August 1, 2025. Pooled analyses were performed for three main variables (knowledge, attitudes, skills/practice), while associated factors were synthesized descriptively. Study quality was appraised using the JBI checklist. Results: A total of 11 studies (n = 2,050: 838 students, 1,212 nurses) met the inclusion criteria, with 10 studies providing sufficient data for meta-analysis. For students (four studies, 1–5 Likert scale), pooled means were: knowledge 3.16 (95% CI: 2.90–3.41), attitudes 3.84 (95% CI: 3.70–3.99), skills 3.33 (95% CI: 2.99–3.66) with high heterogeneity (I² > 94%). For nurses using the 1–7 EBP questionnaire scale, pooled mean scores were 4.29 (95% CI: 3.88–4.71) for knowledge, 4.62 (95% CI: 4.15–5.10) for attitudes, and 4.39 (95% CI: 4.05–4.73) for practice, with very high heterogeneity (I² > 98%). Both groups showed positive attitudes but weaker knowledge and skills/practice. Factors associated with higher EBP competence included higher education, prior EBP targeted education, English proficiency, and more frequent internet use for literature searching. Major barriers were lack of time, insufficient education, and limited English-language skills. Conclusions: Both nursing students and nurses in Vietnam hold positive attitudes towards EBP, but important gaps remain in knowledge and skills/practice. Strengthening EBP education—particularly through integrating theoretical instruction with clinical application—is essential to address the knowledge and skills/practice gaps among Vietnamese nursing students and nurses. Future research should broaden scope and enhance methodological reporting to build a stronger evidence base for effective EBP implementation, ultimately improving health care quality in Vietnam.