Nurses' Knowledge, Attitudes, and Implementation of Evidence-Based Practice Comparative Study.

INTRODUCTION

Evidence-based practice (EBP) is essential in enhancing nursing care quality, patient outcomes, and clinical decision-making. However, nurses' engagement with EBP often varies depending on educational background and institutional support. Bridging programs have been introduced to help diploma-prepared nurses advance their knowledge and competencies through academic progression.

OBJECTIVE

This study aimed to compare the knowledge, attitudes, and implementation of EBP between diploma-prepared nurses and nurses who completed bridging programs in hospitals across Palestine.

METHOD

A descriptive-comparative design was employed using a convenience sample of 200 registered nurses (104 diploma and 96 bridging program graduates) from multiple hospitals in the West Bank. Data were collected using validated self-administered questionnaires measuring knowledge, attitudes, practice, and EBP implementation. Independent -tests and logistic regression were used for analysis.

RESULTS

Bridging nurses scored higher in all EBP domains, including knowledge (5.95 vs. 5.09), attitudes (5.80 vs. 5.06), practice (5.46 vs. 5.30), and implementation (5.42 vs. 4.91). Bridging nurses were significantly more likely to implement EBP. Gender, years of experience, and hospital setting were also significantly associated with higher EBP engagement.

CONCLUSION

Nurses with bridging education demonstrate stronger EBP competencies compared to diploma nurses. These findings emphasize the importance of academic progression and institutional support in promoting evidence-based nursing. Educational interventions and supportive work environments are recommended to enhance EBP engagement across all levels of nursing practice.