CRITICAL PERSPECTIVES ON EVIDENCE-BASED PRACTICE INTEGRATION IN GRADUATE NURSING EDUCATION: A MULTIDIMENSIONAL SYSTEMATIC REVIEW OF PEDAGOGICAL BARRIERS AND ADVANCEMENT STRATEGIES

Abstract

The paradigm shift toward Evidence-Based Practice (EBP) represents the most significant evolution in 21st-century nursing education. However, graduate nursing programs often struggle to prepare professionals for research due to complex teaching methods and structural limitations. This review aims to evaluate the factors that influence research literacy and statistical self-efficacy in nursing graduate students. The goal is to identify strategic frameworks that can be used to improve curricula and support professional growth. A systematic search was conducted across PubMed, CINAHL, Scopus, and the Cochrane Library, covering the years 2018 to 2025. This review synthesizes significant studies using a narrative thematic synthesis approach, focusing on literacy in postgraduate nursing. The analysis revealed three main themes: (1) Cognitive-Psychological obstacles, primarily biostatistics anxiety; (2) Socio-Professional limitations, characterized by conflicts between clinical and academic roles; and (3) Institutional deficiencies in digital research infrastructure. To improve academic results, nursing programs should move away from traditional teaching methods that rely on lectures. Instead, they should focus on integrating research throughout the curriculum, with guidance from mentors.