title: Student nurse perceptions on evidence-based practice and research: an exploratory research study involving students from the University of Greenwich, England and the Faculty of Health Care Jesenice, Slovenia.
abstract: BACKGROUND
  The importance of evidence-based practice (EBP) and research within nursing has been acknowledged since the 1970s. Research proficiencies for nurses include the abilities to search for and evaluate evidence, disseminate findings and apply findings to practice within the context of caring. However, there is a lack of information on how new undergraduate nursing curriculums have impacted on student nurses' perceptions on and importance of EBP and research.
  
  
  OBJECTIVE
  The study aimed to explore student nurses' perceptions on and importance of EBP and research.
  
  
  METHODS
  Data were collected via focus groups in 2013 with undergraduate student nurses from the University of Greenwich, England (n=7) and the Faculty of Health Care Jesenice, Slovenia (n=3). Cross-sectional sampling included focus groups with 1st year nursing students (4, n=22), 2nd year (4, n=38) and 3rd year (2, n=10). Data were analysed using Interpretative Phenomenological Analysis (IPA).
  
  
  RESULTS
  Four emergent themes regarding students' perceptions of EBP and research were 'provided confidence, knowledge and empowerment in clinical practice', 'vital for improvements in patient care and safety', students' 'responsibility to develop nursing as a profession' and 'realities of research in clinical practice'.
  
  
  CONCLUSIONS
  Student nurses found EBP and research daunting and difficult to understand, although perceived EBP and research as necessary for their current and future practice. However, student nurses highlighted the lack of clinical nurses' involvement in research and therefore struggled to conceptualise how they could maintain their EBP and research skills on leaving the academic setting.
  
  
  CONCLUSIONS
  The importance of EBP and research was realised by student nurses across the two institutions. However, further development and involvement of clinical nurses with EBP and research is required to enable students to develop a clear understanding of how to take these skills forward in their future careers.
authors.affiliation: Faculty of Education and Health, University of Greenwich, Avery Hill Road, Eltham, London SE9 2UG United Kingdom. Electronic address: joanne2651brooke@gmail.com.
authors.forename: Joanne
authors.initials: J
authors.lastname: Brooke
authors.affiliation: Faculty of Health Care Jesenice, Spodnji Plavž 3, 4270 Jesenice, Slovenia. Electronic address: shvalictouzery@fzj.si.
authors.forename: Simona
authors.initials: S
authors.lastname: Hvalič-Touzery
authors.affiliation: Faculty of Health Care Jesenice, Spodnji Plavž 3, 4270 Jesenice, Slovenia. Electronic address: bskelasavic@fzj.si.
authors.forename: Brigita
authors.initials: B
authors.lastname: Skela-Savič
mesh_terms: D001291:Attitude of Health Personnel; D015400:Clinical Nursing Research; D003430:Cross-Sectional Studies; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate; D004739:England; D055318:Evidence-Based Nursing; D017144:Focus Groups; D006801:Humans; D017524:Slovenia; D013338:Students, Nursing / Q000523:psychology*
keywords: Evidence-based practice; Focus groups; Interpretative phenomenological analysis; Nursing students; Research