Surprisingly in the United States of America, studies indicate that a large number of nurses are unaware of the latest research findings available to optimize nursing practice (Brady & Lewin, 2007) and that traditional research skills are not directly transferable to EBP knowledge (Stichler, Fields, Kim, & Brown, 2011). Of interest, Australia's Tertiary Education Quality and Standards Agency (TEQSA) requires institutions of higher education to meet their responsibilities to students by prompting lecturers to address and support evidence-based nursing (EBN). It is believed that teaching about EBN will strengthen clinicians' knowledge, skills, and capacity for implementing EBP in the clinical setting. The call by the TEQSA is similar to a unit that is taught in Hong Kong (Fernandez, Tran, Ramjan, Ho, & Gill, 2014). In Hong Kong, the Chinese undergraduate nursing students are equipped with basic knowledge and skills through selfdirected learning and workshop strategies that nurture positive attitudes toward EBP during clinical practice (Zhang, Zeng, Chen, & Li, 2012). Also, a competency-based education (CBE) has been used in all European countries, specifically in Spain, and one of the academic competencies in its new nursing degree is related to EBP in clinical decisionmaking (Ruzafa-Martinez, Lopez-Iborra, Moreno-Casbas, & Madrigal-Torres, 2013). In the last 5 years in Saudi Arabia, many studies have been dedicated to evidence-based research for nursing practice in addition to those created for the dental and medical disciplines. Interestingly, in two separate studies, a gap was found between EBP knowledge and actual practice among physicians. Furthermore, it has been reported that the junior healthcare physicians' knowledge and attitudes were below the required competency standards (Bahammam & Linjawi, 2014). In another study, lack of knowledge and practice strategies among nurses raised concern about applying EBP in hospitals even for renewal of licenses or accreditation (Ez alarab, El Salam, Behalik, & Eltayeb, 2012). Results showed that implementation of EBP was very poor among bridgenursing students (Cruz et al., 2016). These outcomes indicate that healthcare professionals including nurses rely on tradition, intuition, or the authority of policies and procedures instead of trusting best research evidence. Therefore, it is vital for faculty as well as nurses not only to focus on education 826297N SQXXX10.