Background/Aims Research can enable understanding birthing people's health and wellbeing. When research findings are translated into practice, they can reduce maternal and neonatal morbidity and mortality. Midwives can play a critical role in using and adding to the evidence base; thus, midwifery education should support students in developing research skills they can use in the future. This literature review aimed to explore students’ engagement with research and evidence-based practice. Methods Nine databases were searched to find evidence applicable to the review's aim. The identified relevant literature, published between 2009 and 2024, was synthesised into relevant themes. Results Learning about research using pedagogical approaches resulted in students planning to engage with research and practice in an evidence-based way in the future. However, barriers affected students’ ability to apply research and evidence-based practice knowledge to their clinical practice. Conclusions Learning about research/evidence-based practice results in planned future engagement with these elements. However, educational, clinical and psychological barriers create a practice–theory gap, hindering students from applying their knowledge to their practice. Implications for practice To enhance students’ engagement with evidence-based and research-informed learning, clinical and academic educators should systematically address educational, clinical and psychological barriers, thereby reducing the practice–theory gap that inhibits the effective translation of research evidence into clinical practice.
Kimberley Morris (Wed,) studied this question.