Exploring the learning experiences and optimization pathways of nursing master’s students in an Evidence-Based Nursing course: a mixed-methods study

Abstract

Aim: To explore the learning experiences of nursing master’s students in an EBN course and identify pathways for optimization. Methods: Quantitative data were collected before and after the course using validated instruments. Qualitative data were obtained through post-course semi-structured interviews. Quantitative data were analyzed using statistical methods, while qualitative data were analyzed thematically. Results: Students showed significant improvements in overall EBP practice competency (Z = -5.485, p < 0.001) and critical thinking disposition (Z = -5.141, p < 0.001). Although a decrease in perceived barriers to EBN was observed, the change was not statistically significant (Z = -1.415, p = 0.157). Thematic analysis revealed three themes: (1) cognitive development and knowledge construction; (2) competence acquisition and internalization; and (3) learning challenges and expectations. Conclusions: Continued refinement of teaching strategies to better meet the learning needs and professional development goals of graduate students should be supported in the future.