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Background <p>Evidence-based practice (EBP) is vital for clinical professionals, including physicians, physiotherapists, nurses, dentists, and psychiatrists from diverse cultural backgrounds. EBP ensures the implementation of systematic, standardized, safe, and cost-effective interventions. While existing Saudi literature has primarily focused on current practitioners, exploring the perspectives of local healthcare students regarding EBP is essential.</p> Methods <p>A descriptive survey with cross-sectional data collection was conducted online using the Arabic version of the Student Evidence-Based Practice Questionnaire (S-EBPQ) with 132 Saudi undergraduate students in the health sciences. Descriptive statistics, t-test, ANOVA, and linear regression were used for data analysis.</p> Results <p>The results indicate that undergraduate health sciences students viewed EBP positively, with the attitude subscale being the highest (mean = 5.32), and the practice subscale being the lowest (mean = 4.89). The multiple linear regression analysis revealed no significant differences due to demographic characteristics (gender, age, study year, and marital status). Retrieving and reviewing the evidence on the EBP practice revealed a significant positive effect (t = 3.537, <i>P</i> &lt; 0.001, along with a significant positive effect of sharing and applying EBP (t = 2.255, <i>P</i> = 0.026) on the EBP practice. However, there was no significant effect of attitude toward EBP on the EBP practice (<i>P</i> = 0.921).</p> Conclusion <p>This study revealed that significant levels of EBP exist among health sciences undergraduates; however, the outcomes showed that practice scores were less than attitude scores. While theoretical knowledge is strong, opportunities exist for improvement in critical analysis and application to specific cases. Moreover, educators can enhance proficiency through interactive learning experiences and practical workshops.</p>

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Undergraduate health sciences students’ perceptions and practices of evidence-based practice: a cross-sectional study in Saudi Arabia

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月19日

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  • Basmah Alharbi,
  • Razan Almohimid,
  • Mawahib Ahmed,
  • Amal Mackawy,
  • Amal Mohammed,
  • Afshan Wasti,
  • Thamer Alslamah,
  • Abdulrahman Almujaidel

摘要

Background

Evidence-based practice (EBP) is vital for clinical professionals, including physicians, physiotherapists, nurses, dentists, and psychiatrists from diverse cultural backgrounds. EBP ensures the implementation of systematic, standardized, safe, and cost-effective interventions. While existing Saudi literature has primarily focused on current practitioners, exploring the perspectives of local healthcare students regarding EBP is essential.

Methods

A descriptive survey with cross-sectional data collection was conducted online using the Arabic version of the Student Evidence-Based Practice Questionnaire (S-EBPQ) with 132 Saudi undergraduate students in the health sciences. Descriptive statistics, t-test, ANOVA, and linear regression were used for data analysis.

Results

The results indicate that undergraduate health sciences students viewed EBP positively, with the attitude subscale being the highest (mean = 5.32), and the practice subscale being the lowest (mean = 4.89). The multiple linear regression analysis revealed no significant differences due to demographic characteristics (gender, age, study year, and marital status). Retrieving and reviewing the evidence on the EBP practice revealed a significant positive effect (t = 3.537, P < 0.001, along with a significant positive effect of sharing and applying EBP (t = 2.255, P = 0.026) on the EBP practice. However, there was no significant effect of attitude toward EBP on the EBP practice (P = 0.921).

Conclusion

This study revealed that significant levels of EBP exist among health sciences undergraduates; however, the outcomes showed that practice scores were less than attitude scores. While theoretical knowledge is strong, opportunities exist for improvement in critical analysis and application to specific cases. Moreover, educators can enhance proficiency through interactive learning experiences and practical workshops.