Evidence-Based Practice Knowledge Among Pediatric Nurses in A Tertiary Care Hospital in Saudi Arabia: A Cross-Sectional Study

Abstract

Background: Evidence-based practice (EBP) supports informed clinical decision-making and the delivery of safe, high-quality nursing care. Understanding EBP knowledge among pediatric nurses is important for identifying educational needs and strengthening evidence-informed practice.
Aim: To assess EBP knowledge among pediatric nurses in a tertiary-care hospital in Saudi Arabia and examine its associations with selected sociodemographic, professional, and educational characteristics.
Methods: A cross-sectional study was conducted among 144 pediatric nurses at a tertiary-care hospital in Riyadh, Saudi Arabia. Participants were recruited using convenience sampling. EBP knowledge was assessed using a researcher developed 15-item multiple-choice questionnaire, with total scores ranging from 0 to 15. Questionnaire were reviewed by three nursing experts and one quality nurse. Descriptive and comparative results were reported using frequencies, percentages, means, standard deviations and p-values.
Results: Of the 144 participants, 83.3% were female, 43.1% were aged 26–35 years, and 75.0% held a Bachelor of Science in Nursing degree. More than one-third (36.1%) reported previous EBP training, while 30.6% reported involvement in research. The mean EBP knowledge score was 8.60 ± 1.25 out of 15, with a median of 9.00 (IQR: 8–9) and a range of 5–13. Statistically significant differences in knowledge scores were reported according to educational qualification (p = .030), overall nursing experience (p = .040), previous EBP training (p = .001), and research involvement (p = .010). Nurses with previous EBP training and research involvement had higher mean scores than those without these experiences. No statistically significant differences were reported according to age (p = .180) or gender (p = .420).
Conclusion: The findings indicate opportunities to strengthen EBP knowledge among pediatric nurses, particularly through structured education and greater involvement in research activities. Ongoing professional development and organizational support may help promote evidence-informed nursing practice.