Evidence-based practice (EBP) is a vital component of contemporary health care. It is essential for nursing students to acquire a strong foundation in evidence-based knowledge during their education. This systematic review aimed to synthesize current approaches to teaching EBP in nursing education. In January 2025, three nursing science databases (CINAHL, MEDLINE, and the Nursing & Allied Health Database) and two education-focused databases (Education Collection and Education Research Complete) were systematically searched. The search yielded a total of 3470 articles. Following screening and eligibility assessment, 30 studies were included in the final review. Data evaluation of the included studies was conducted independently by both authors, and inductive content analysis was applied to synthesize the findings. Selected studies were conducted in Europe, Asia, Australia, and North America. They were published between 2008 and 2024. The analysis identified four content areas in which EBP is taught in nursing education: nursing science, basic nursing care, specialized nursing care, and public health nursing. Four teaching methods used in EBP instruction in nursing education were identified: collaborative methods, virtual methods, teacher-led methods, and practice-based methods. Studies on the teaching of EBP in nursing education have been conducted across multiple continents, highlighting a wide spectrum of pedagogical approaches. EBP content has been integrated into various nursing courses, most commonly in clinical practice contexts. Diverse teaching strategies have been found effective in enhancing students' knowledge and skills. For more coherent integration, EBP should be systematically embedded in nursing curricula and aligned across educational systems. Further research is needed to examine the facilitators, barriers, and the role of student attitudes in effective EBP learning. • Evidence based practice (EBP) content has been integrated into various nursing courses in nurse education and a wide spectrum of pedagogical approaches. • Diverse teaching strategies have been found to be effective in enhancing students' knowledge and skills. Collaboration with clinical professionals further supports real-world application. • Developing EBP competence requires combining research literacy with the acquisition of practical nursing skills. • Further research is needed to examine the facilitators, barriers, and the role of student attitudes in effective EBP learning.
Jokiranta et al. (Fri,) studied this question.