Evidence-based practice knowledge, attitudes, and practice of online graduate nursing students

Overall, students' post-test EBP scores were significantly improved over pre-test scores, t(63) = − 9.034, p < 0.001). Statistically significant differences were found for practice of EBP mean scores t(63) = − 12.78, p = 0.001). No significant differences were found between pre and post-tests on knowledge and attitudes toward EBP scores. Most frequently cited barriers to EBP were lack of understanding of statistics, interpretation of findings, lack of time, and lack of library resources.