AimTo explore nurses’ perceptions of evidence-based nursing courses for undergraduates through academic-practice partnerships.DesignA deductive thematic analysis based on the practice-academic logic model.MethodsFifteen academic and clinical nurses were interviewed between November and December 2023, either online or through face-to-face meetings. Each interview lasted 20–30 min. The interview outline was constructed based on the practice-academic partnership logic model, which was followed during the process of recorded, analyzed, and checked.ResultsThemes identified include inputs (e.g., stakeholder commitment), activities (e.g., communication), outputs (e.g., nursing projects), and outcomes (e.g., improved competence). These themes highlight the various aspects and outcomes of academic-practice partnerships in evidence-based nursing courses.ConclusionEffective academic-practice partnerships are crucial for developing evidence-based nursing courses, leading to positive educational and professional outcomes.ImpactNurses’ perceptions provide valuable guidelines for developing effective evidence-based nursing courses.Patient or public contributionNo patient or public users participated in this study.