Predicting the adoption of evidence-based practice (EBP) based on critical thinking levels among nursing students

AIM: This study aimed to predict the adoption of EBP based on critical thinking levels among nursing students. BACKGROUND: As future healthcare providers, nursing students must acquire essential skills and competencies to transition into clinical practice effectively. Critical thinking and EBP are two influential components that play a pivotal role in this process. METHODS: This descriptive-analytical cross-sectional study was conducted on 300 nursing students. Participants were selected using a convenience sampling method. Data collection tools included a demographic information checklist, an EBP questionnaire, and a critical thinking questionnaire. RESULTS: A total of 300 students participated in the study, of whom 51.7% were male. The mean age of participants was 22.41 ± 2.01 years, and their average GPA was 16.39 ± 1.17. The mean scores for EBP adoption and critical thinking were 35.48 ± 7.69 (out of 50) and 119.30 ± 23.28 (out of 165), respectively. A strong positive and significant correlation was found between EBP adoption and critical thinking (r = 0.677, p < 0.001). Linear regression analysis indicated that critical thinking explained 45.6% of the variance in EBP adoption (F = 251.90, p < 0.001). DISCUSSION: The findings underscore that nearly half of the variance in EBP adoption is explained by critical thinking, suggesting the need to prioritize critical thinking development in educational curricula. CONCLUSION: The findings suggest that critical thinking can significantly predict EBP adoption among nursing students, explaining 45.6% of the variance. Therefore, it is recommended that nursing education programs emphasize enhancing critical thinking skills to better prepare students for EBP.