article · The Nursing Scope
Background: Limited attention has been paid to nurse educators’ knowledge, attitudes, and instructional practices regarding evidence-based teaching, despite their critical role in preparing students to apply evidence-based competencies in clinical settings. Aim: This study aimed to assess the knowledge, attitudes, and utilisation of evidence-based teaching practices among nurse educators in selected nursing education institutions in Nigeria. Method: A descriptive cross-sectional survey design was employed. Forty-six (46) nurse educators from five selected nursing education institutions in Enugu Southeast, Nigeria, were purposively recruited between June and September 2024. Data were collected using a validated, self-developed questionnaire. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used for data analysis, while Fisher’s exact test was applied to test the study hypotheses at a significance level of p < .05. Findings: Nurse educators demonstrated good knowledge of evidence-based teaching practice (EBTP) (71.7%). Most participants (82.6%) reported positive attitudes toward classroom implementation, and 76.1% indicated practising evidence-based instructional strategies. Gender differences in EBTP were not statistically significant (p = .658); however, a significant relationship was observed between knowledge and actual evidence-based teaching practices (p < .001). Positive attitudes were strongly associated with higher levels of EBTP knowledge (97.0%). Conclusion: Nurse educators exhibited good knowledge, positive attitudes, and favourable engagement with evidence-based teaching practices. While variations existed between knowledge and practice levels, gender did not influence implementation. Recommendation: Regular workshops and seminars on evidence-based teaching are recommended to strengthen instructional practices and sustain positive attitudes among nurse educators. Keywords: Evidence-based Teaching Practice, Frontline Health Workers, Nursing education
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DOI: 10.59073/thenursingscope91/153-171
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