EXPLORING THE CORRELATION BETWEEN RESEARCH COMPETENCE AND EVIDENCE-BASED PRACTICE READINESS AMONG FINAL-YEAR BSN NURSING STUDENTS

Abstract

Background: Evidence-based practice (EBP) is widely recognized as an essential component of quality nursing care. Research competence among nursing students plays a crucial role in shaping their readiness to implement EBP. However, in many developing regions, including Pakistan, limited research exposure and inadequate training pose challenges to effective integration of EBP into clinical practice.

Aim: The study aimed to assess the relationship between research competence and EBP readiness among final-year BSN students in the Swat district.

Methods: A cross-sectional analytical design was employed among 180 final-year BSN students from selected nursing institutions. A structured questionnaire consisting of two validated scales was administered to measure research competence and EBP readiness. Data were analyzed using descriptive statistics, Pearson correlation, and independent t-tests to explore associations between demographic factors, competence, and readiness scores.

Results: The findings revealed that the mean knowledge score for diploma-holding students was 6.2 ± 1.5, while BSN students scored higher with a mean of 7.4 ± 1.7 (p = 0.03). A moderate positive correlation (r = 0.46, p < 0.01) was observed between research competence and EBP readiness, indicating that higher competence significantly enhanced readiness levels. Despite fair overall scores, gaps remained in practical application and critical appraisal skills.

Conclusion: The study concludes that improving research competence is vital for enhancing EBP readiness among nursing students. Strengthening research-oriented curricula, providing faculty mentorship, and promoting clinical integration of EBP are recommended to bridge existing gaps and foster evidence-informed nursing practice.