Increasing numbers of healthcare institutions recognize that the use of evidence-based practice (EBP) is a high-level skill which helps to ensure optimal, effective, safe and cost-efficient care (Orta et al., 2016). EBP processes use several sources of information: documentary research evidence in the literature, healthcare professionals' clinical expertise and experience in precise contexts, and patient preferences (Mackey & Bassendowski, 2017). Sackett, Rosenberg, Gray, and Haynes und Richardson (1996) defined EBP as medicine based on conclusive results, which involves the conscientious, explicit and judicious use of the best scientific proof in decisionmaking about patients (Sackett et al., 1996). Evidence-based practice is by no means an optional activity for nurses; it is an integral part of their daily interactions with patients (Melnyk, 2007). Its relevance has encouraged the development of specialized centres for its promotion, through a variety of activities, and its teaching as part of the primary nursing curriculum (Dotson et al., 2015). The increase in multinational and multicultural research projects necessitates the adaptation and psychometric validation of auto-administered questionnaires for use in languages other than