Evidence-Based Practice Competencies and Associated Determinants among Undergraduate Nursing Students in Sri Lanka – A Cross-Sectional Study

Background Evidence-based practice (EBP) integrates the best available research into clinical practice, improving patient outcomes and reducing healthcare costs. Cultivating EBP competencies among undergraduate nursing students is essential to prepare them as confident, evidence-informed practitioners. While EBP is well established in many developed countries, Sri Lankan nurses continue to face challenges in its adoption. There is limited local evidence examining the factors influencing EBP competency among nursing undergraduates Aim This study aims to assess EBP competencies and identify associated influencing factors among nursing undergraduates at a selected state university in Sri Lanka. Methods A predictive correlational study was conducted among 88 third- and fourth-year nursing undergraduates using a self-administered questionnaire that comprised socio-demographic items and the Student Evidence-Based Practice Questionnaire (S-EBPQ). The Data were analyzed via descriptive statistics, correlation analysis, and multiple regression analysis. Ethical approval was obtained from the relevant authority (ERC 71/24). Results Most of the participants were female (74%), and 54.5% were in their third year of study. All participants used mobile phones for internet access to obtain medical information. The overall mean EBP competency score was 4.45 (SD = 0.68) out of 7, indicating a moderate level. The highest mean subscale score was for attitudes (M = 5.01, SD = 1.34). The academic year was significantly correlated with and predictive of EBP competency (r = .229, β = .248, p = .022), whereas gender and daily internet use were not significant predictors Conclusion Nursing undergraduates in this study demonstrated moderate EBP competence. Academic progression was the only significant factor influencing EBP competency, highlighting the need for structured EBP education throughout the undergraduate curriculum. Gender and internet access alone did not predict EBP competence, suggesting that other factors must be considered to strengthen EBP integration in nursing education in Sri Lanka.