BackgroundNursing education and training are essential in the attainment of evidence‐based practice (EBP) competence in nursing students. Although there is a growing literature on EBP among nursing students, most of these studies are confined to a single cultural group. Thus, cross‐cultural studies may provide shared global perspectives and theoretical understandings for the advancement of knowledge in this critical area.AimsThis study compared self‐perceived EBP competence among nursing students in four selected countries (India, Saudi Arabia, Nigeria, and Oman) as well as perceived barriers to EBP adoption.MethodsA descriptive, cross‐sectional, and comparative survey of 1,383 nursing students from India, Saudi Arabia, Nigeria, and Oman participated in the study. The Evidence‐Based Practice Questionnaire (EBP‐COQ) and the BARRIERS scale were used to collect data during the months of January 2016 to August 2017.ResultsCross‐country comparisons revealed significant differences in EBP competence (F = 24.437, p < .001), knowledge (F = 3.621, p = .013), skills (F = 9.527, p < .001), and attitudes (F = 74.412, p < .001) among nursing students. Three variables including nursing students’ gender (β = .301, p < .001), type of institution, (β = −0.339, p = .001), and type of nursing student (β = .321, p < .001) were associated with EBP competence. Barriers to EBP adoption included having no authority to change patient care policies (M = 1.65, SD = 1.05), slow publication of evidence (M = 1.59, SD = 1.01), and paucity of time in the clinical area to implement the evidence (M = 1.59, SD = 1.05).Linking Evidence to ActionBoth academe and hospital administration can play a pivotal role in the successful acquisition of EBP competence in nursing students.
