Research Evidence-based Practice Research Articles

En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs

Drawing upon the theoretical framework of learning and identity work through boundary crossing, this study examined how Chinese university English-as-a-foreign-language (EFL) teachers negotiated their researcher-teacher identities through attending professional doctoral programs in education and applied linguistics. Adopting a case study design, data were collected through narrative frames and follow-up interviews with eight participants, with journal entries and other documents drawn on as additional data. Analysis of the data revealed four distinctive trajectories of identity development: from intuitive teacher to rigorous teacher, from passive follower to critical inquirer, from idealistic researcher-teacher to qualified researcher first, and from EFL teacher to EFL academic. In general, while boundary crossing in professional doctoral programs facilitated the participants' progression towards a researcher-teacher identity, the construction of the teaching-research nexus in the participants' professional work followed a non-linear route and took variegated forms. The study thus yielded insights into the complexities of teachers’ navigation of the teaching-research nexus through doctoral education. Based on the findings, research-mindset-informed practice is proposed as an alternative approach to the teaching-research nexus that complements previous approaches such as evidence-based practice and practice-based research.

Data quality assessment of interventional trials in public trial databases

ObjectiveHigh-quality data entry in clinical trial databases is crucial to the usefulness, validity, and replicability of research findings, as it influences evidence-based medical practice and future research. Our aim is to assess the quality of self-reported data in trial registries and present practical and systematic methods for identifying and evaluating data quality. Study Design and SettingWe searched ClinicalTrials.Gov (CTG) for interventional total knee arthroplasty (TKA) trials between 2000 and 2015. We extracted required and optional trial information elements and used the CTG's variables' definitions. We performed a literature review on data quality reporting on frameworks, checklists, and overviews of irregularities in healthcare databases. We identified and assessed data quality attributes as follows: consistency, accuracy, completeness, and timeliness. ResultsWe included 816 interventional TKA trials. Data irregularities varied widely: 0%–100%. Inconsistency ranged from 0% to 36%, and most often nonrandomized labeled allocation was combined with a “single-group” assignment trial design. Inaccuracy ranged from 0% to 100%. Incompleteness ranged from 0% to 61%; 61% of finished TKA trials did not report their outcome. With regard to irregularities in timeliness, 49% of the trials were registered more than 3 months after the start date. ConclusionWe found significant variations in the data quality of registered clinical TKA trials. Trial sponsors should be committed to ensuring that the information they provide is reliable, consistent, up-to-date, transparent, and accurate. CTG's users need to be critical when drawing conclusions based on the registered data. We believe this awareness will increase well-informed decisions about published articles and treatment protocols, including replicating and improving trial designs.

Relationship Between Original Research Experiences and Evidence-Based Practice Among Undergraduate Dental Hygiene Students.

For the dental hygiene profession, a need exists to engage students in research experiences as undergraduate students to foster interest in research and improve the implementation of evidence-based practice. The purpose was to explore the relationships between original research experiences and evidence-based practice among undergraduate dental hygiene students. This quantitative survey research study of undergraduate dental hygiene students in the USA was conducted in 2021. Original research experience was measured using the Wessex Research Network (WReN) spider instrument and evidence-based practice was measured using the Knowledge, Attitudes, Access and Confidence Evaluation (KACE) instrument. Invitation e-mails were sent to the directors of US entry-level dental hygiene programs to forward the survey e-mail message to students in the last semester of their dental hygiene programs. The data were analysed using descriptive statistics, bivariate analysis and multiple linear regression analysis. A total of 128 responses were analysed. The foundational knowledge domain of research experience was found to be a significant predictor of evidence-based practice and the mediators of evidence-based knowledge, evidence-based attitudes, evidence-based access and evidence-based confidence. Research experience was found to be a significant predictor of Evidence-Based Practice. Engaging undergraduate dental hygiene students in research opportunities may prepare students for the clinical application of evidence-based practice and original research projects.

Improving radiology information systems for inclusivity of transgender and gender-diverse patients: what are the problems and what are the solutions? A systematic review.

In medical radiation science (MRS), radiology information systems (RISs) record patient information such as name, gender and birthdate. The purpose of RISs is to ensure the safety and well-being of patients by recording patient data accurately. However, not all RISs appropriately capture gender, sex or other related information of transgender and gender-diverse (TGD) patients, resulting in non-inclusive and discriminatory care. This review synthesises the research surrounding the limitations of RISs preventing inclusivity and the features required to support inclusivity and improve health outcomes. Studies were retrieved from three electronic databases (Scopus, PubMed and Embase). A quality assessment was performed using the Johns Hopkins Nursing Evidence-Based Practice Research and Non-Research Evidence Appraisal Tools. A thematic analysis approach was used to synthesise the included articles. Eighteen articles were included based on the predetermined eligibility criteria. The pool of studies included in this review comprised primarily of non-research evidence and reflected the infancy of this research field and the need for further empirical evidence. The key findings of this review emphasise how current systems do not record the patient's name and pronouns appropriately, conflate sex and gender and treat sex and gender as a binary concept. For current systems to facilitate inclusivity, they must implement more comprehensive information and data models incorporating sex and gender and be more flexible to accommodate the transient and fluid nature of gender. However, implementation of these recommendations is not without challenges. Additionally, further research focused on RISs is required to address the unique challenges MRS settings present to TGD patients.

Facilitating Utilization of Evidence-Informed Management by Nurse Managers in Healthcare Facilities: An Integrative Literature Review

Background and Objectives. The scarce empirical and scientific information concerning evidence-informed management reports various benefits for nurse managers, including reduced staff turnover, enhanced working environments, and improved patient outcomes and policy implementation. This review summarizes best available evidence on facilitating utilization of evidence-informed management practices by nurse managers in healthcare facilities. The review could assist in a comprehensive overview of determinants that could assist nurse managers’ successful utilization of evidence-informed management. Methods. An integrative review of the literature was conducted, including peer-reviewed articles published between 2010 and 2022. The databases used were BioMed Central, CINAHL Complete, MEDLINE Complete, PubMed (via EBSCOhost), the Complimentary Index (Taylor and Francis, Elsevier, Wiley, and Springer), Sabinet, ScienceDirect, and Scopus, followed by a manual search using Google Scholar and a citation search. Johns Hopkins Nursing Evidence-based Practice Research and non-Research evidence tools were used for appraisal. Thematic analysis was used to synthesize the extracted data. Results. Based on thirteen determinants influencing nurse managers’ utilization of evidence-informed management practices, three themes were identified from a total of thirteen relevant studies: (1) Nurse manager determinants in utilization of evidence-informed management (Microlevel); (2) Organizational determinants in utilization of evidence-informed management (Mesolevel); (3) External stakeholders and context determinants of utilization of evidence-informed management practices (Macrolevel). Conclusion. The themes were found to be interconnected and interdependent, facilitating the effective utilization of evidence-informed management by nurse managers at micro-, meso-, and macrolevels, but highlight the need for strengthening health systems and support. Future studies are required to provide a more comprehensive understanding of the determinants influencing nurse managers’ utilization of evidence-informed management practices. Implications for Nursing Management. For nurse managers to optimally utilize evidence-informed management, executive management and policymakers require to provide resources and support such as continuous education, incentives, effective communication, funding structures, and ownership.

Academic-practice partnerships in evidence-based nursing practice: A theory-guided scoping review.

Academic-practice partnerships have the potential to solve many challenges in evidence-based nursing practice which is crucial for high-quality care. To identify the existing knowledge on academic-practice partnerships in evidence-based nursing practice. We conducted this review following the Joanna Briggs Institute scoping review methodology. We performed a comprehensive literature search of nine databases as well as five websites for gray literature. Two researchers independently conducted literature screening and data extraction and analysis. A third researcher was involved when needed. Dedicated time, dedicated resources, and compatible goals were found to be the top three inputs in academic-practice partnerships for evidence-based nursing practice. Meeting and discussion were the most popular forms of activities. Sufficient resources were the most important facilitators. Insufficient resources, insufficient time, and communication issues were the top three barriers. The assumption proposed in the practice-academic partnership logic model (i.e., inputs plus activities can lead to outputs and outcomes) was preliminarily verified by the results of this review in the context of evidence-based nursing practice. Academic-practice partnerships can leverage the advantages of both sides to overcome barriers and promote evidence-based nursing practice. However, it is essential to conduct a broader range of high-quality studies. Such endeavors could offer more comprehensive evidence for refining the framework of academic-practice partnerships in evidence-based nursing practice. IMPLICATIONS FOR NURSING EDUCATION, PRACTICE, POLICY AND RESEARCH: The "theoretical framework of academic-practice partnerships in evidence-based nursing practice" could theoretically guide academic and clinical nursing staff to collaborate on evidence-based nursing practice and related research and education programs. The academic-practice partnerships in evidence-based nursing practice could lead to a win-win situation for both the academic and the clinical sides. Furthermore, the results of this study provide an evidence-based foundation for policymakers to develop supportive policies for academic-practice partnerships in evidence-based nursing practice.

How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for higher education

ABSTRACT University tutoring can play an important role in the transition from content-centered learning to student-centered learning in the transformations that are taking place in higher education institutions. This transition needs evidence-based proposals that go in this direction but that adapt to what teachers are already doing when they individually tutor their students without adding new workloads to their saturated schedules. Reflective Learning is conceived as an active Student-Centered Learning methodology that aims to increase learners’ agency, focusing specifically on developing learners’ capacities to influence their learning environments and their lifelong learning trajectories. However, to the best of our knowledge, there is no model that describes how to implement reflective individual tutoring in higher education, leaving a significant gap in knowledge and research about this area of university teaching activity. The aim of this work is to present the RITHE (Reflective Individual Tutoring in Higher Education) model, based, on one hand, on the lessons learned studying highly effective tutors in primary and secondary education, and on the other, on the theoretical and methodological principles of reflective learning. This article will explain a tutorial proposal, which is structured in three blocks and seven phases. The model is intended to serve as a guide for university educators, with applications in various areas of knowledge, and to encourage evidence-based practice research on the subject.

An Innovative Use of the Logic Model for a Qualitative Analysis Framework.

Qualitative analysis can be a daunting and time-consuming task for those who are attempting to code qualitative data for the first time. This article presents select secondary data analysis from a previously published study to demonstrate the applicability and usefulness of implementing a logic model approach to provide a framework for qualitative analysis. The use of the logic model provided systematic organization during the analysis process, efficiency for analytical tasks, and enhanced trustworthiness by documenting each analysis step. The model allowed for easier visualization of data that facilitated a richer and more focused analysis. With qualitative data that are focused on processes or outcomes, implementing a logic model framework to categorize and organize data can be useful and efficient, particularly for a novice analyst whether analyzing qualitative text for quality improvement, evidence-based practice, program evaluation, or formal research. [J Contin Educ Nurs. 2024;55(6):297-301.].

Developing and evaluating an evidence-based practice research competency enhancement program for clinical nurses in Korea: a pilot study

BackgroundEvidence-based practice (EBP) is crucial for delivering high-quality healthcare and effective self-care. Enhancing clinical nurses’ research competencies through structured mentorship is key to the widespread application of EBP. This study evaluated a newly developed Research Competency Enhancement Program (RCEP), aimed at bolstering EBP among experienced nurses.MethodsConducted in a tertiary university hospital in Korea, this single-group study employed a pretest-post-test design and a mixed-methods approach. The RCEP involved 11 experienced clinical nurses in an 8-week intervention, featuring mentor-led workshops, interactive sessions, and resource-driven activities. Data were collected using the Evidence-Based Practice Beliefs Scale (EBPB), the Evidence-Based Practice Attitude Scale (EBPA), and the Research Practice Ability (RPA) tool, alongside qualitative feedback. These measures assessed the program’s feasibility, acceptability, and preliminary effectiveness.ResultsThe quantitative analysis indicated significant improvements in research competency post-intervention. Mean scores on the EBPB and RPA scales increased (Z = -2.53, p = .011; Z = -2.66, p = .008). Participants described the RCEP as inspirational and challenging, creating an environment conducive to research. Facilitators included mentor support and innovative learning tools, while barriers were internet connectivity and scheduling conflicts. Suggestions for improvement included more hands-on sessions, small team collaborations, and integration with academic institutions.ConclusionThe RCEP, facilitated by EBP mentors, significantly improved the research competencies and attitudes of clinical nurses towards EBP. The study underscores the importance of continual RCEP refinement, integrating structured, interactive, and collaborative elements to further empower nurses in evidence-based practice. The program shows promise in enhancing research competencies and fostering a commitment to EBP in clinical settings.

Characteristics, level of evidence, and impact of clinical studies on peri-implantitis: 2017 to 2021.

The level of evidence (LOE) is an important tool in current evidence-based practice and clinical research. However, in clinical studies on peri-implantitis, the present status of the LOE and its association with research impact remains to be determined. The present study aimed to gather the characteristics and LOE of clinical studies on peri-implantitis conducted from 2017 to 2021 and assess the association of the LOE with social and scientific impact. The PubMed database was searched to retrieve clinical studies that evaluated peri-implantitis-related healthcare interventions and were published between 2017 and 2021. A 4-level modified Oxford 2011 LOE tool was used to determine the LOE of these studies. Citation count and Altmetric Attention Scores (AAS) were derived from the Web of Science and Altmetric Explorer, respectively. Multivariate generalized estimation equation (GEE) analysis was conducted to explore relationships between the LOE and citation count, and between the LOE and AAS; the publication year was considered the grouping factor for adjusting for potential clustering effects. Two hundred and thirty-five studies were considered eligible. The percentages by level from Level-1 to Level-4 were 9.8%, 35.7%, 28.9%, and 25.5%. Multivariable GEE analyses revealed that studies with higher LOE ratings had significantly greater citation counts (p=0.008). However, no significant association (p=0.872) was observed between the LOE and AAS. From 2017 to 2021, more than 40% of studies published on peri-implantitis each year had high-LOE ratings. High-LOE studies showed a tendency to have greater scientific impact.

Clinical practice of childhood apraxia of speech in Hong Kong: A web-based survey study.

A survey study on clinical practice not only provides insight into the implementation of knowledge, but also informs future investigations. There is a limited understanding of childhood apraxia of speech (CAS) in Cantonese speakers. This study examined the clinical practice of CAS in Hong Kong and discussed future directions of research for better evidence-based practice. Qualified Hong Kong pediatric speech-language pathologists (SLPs) completed the online questionnaire, which had a total of 48 questions regarding their knowledge of and experience with CAS in Cantonese speakers, including assessment, diagnosis, and treatment. Seventy-seven responses were received from Hong Kong SLPs. Most of the SLPs (83.2%) rated their understanding of CAS as either "a little" or "fair". About half (53.2%) of the respondents had worked with children with CAS. No standardized assessment or objective/quantitative measures were used clinically. Instead, seven assessment tasks, including imitation of polysyllabic words and speech and language samples were used commonly. Perceptual judgment of clinical features is still the most popular approach for diagnosis, with a variety of lists in use. Of concern was that, in addition to using some evidence-based approaches, local SLPs treated CAS using approaches that have limited evidence, in the context of less treatment frequency, targeting both speech and language skills within the same session, and with only partial implementation of the approaches. The results suggest that the understanding of CAS among local SLPs requires attention. One reason for this is that evidence regarding the assessment, diagnosis, and treatment of Cantonese speakers with CAS is still limited. Future investigations are needed.

Using wearable technology to prevent pressure injuries: Anintegrative review.

Hospital-acquired pressure injuries (HAPIs) are a significant problem for hospitals worldwide, negatively affecting patients and organizations by decreasing quality of life and increasing organizational cost of care and workload. A common pressure injury prevention intervention is frequent turning, though compliance can be low. As a newer technology, wearable sensors have emerged as an intervention to increase turn compliance. The aim of this integrative review was to determine the clinical outcomes of using wearable sensors as a HAPI prevention intervention. This integrative review was appraised by two independent reviewers using the Johns Hopkins Nursing Evidence-Based Practice Research Appraisal Tool. Eleven articles were included. The use of wearable sensors increases compliance with frequent turn protocols while decreasing HAPIs and reducing organizational costs. Despite this, the use of such technology was not found to increase the quality of turns. Although staff who used this technology reported positive feedback, technological training is needed to ensure proper use of the sensors. This innovation has the potential to transform how nursing staff prevent pressure injuries, but more research is needed to definitively state whether wearable sensors will be efficacious as a pressure injury prevention intervention.

DNP: Research or not - That is the question.

For decades the DNP (Doctor of Nursing Practice) degree has been referred to as practice focused whereas the PhD (Doctor of Philosophy) has been identified as research focused. The time has come to revisit that classification. Although the PhD has remained unchanged in its focus to prepare nurse researchers, the DNP has steadily evolved over time. Graduates of DNP programs are tasked with applying evidence-based practice research findings to the real-world environment thereby reducing the gap between research and practice. This process has been termed translational science which has evolved into translational research. If, in fact, translational research is a recognized form of research methodology, and the DNP graduate is skilled in this form of research, then the DNP should be redefined as both a practice and research degree.

Factors related to the knowledge and skills of evidence‐based practice among nurses worldwide: A scoping review

Promoting evidence-based practice (EBP) among nurses may be a valuable component of improving health care. However, a comprehensive analysis of the factors associated with the knowledge and skill EBP in nurses has not been performed to date. This is essential for facilitating the acquisition of relevant knowledge and skills to effectively implement EBP. The aim of the study was to determine the factors related to the knowledge and skills of EBP among nurses. We searched various literature databases up to October 25, 2021, for relevant studies that investigated the factors associated with the knowledge and skills of EBP in nurses. The authors, year of study, country, study design, study subject information, instruments used for the assessment EBP knowledge and skills, use of multivariable analysis, and factors significantly associated with the knowledge and skills of EBP among nurses were extracted from each eligible study and collated to identify commonly reported factors. We identified 47 eligible studies conducted in a wide range of countries. Nine articles applied multivariable analyses, and 38 articles did not perform any multivariable analyses. The factors related to the knowledge and skill levels of EBP among nurses were classified into two categories: personal and work-environment factors. In the nine articles that conducted multivariable analysis, personal factors, which included educational level, participation in EBP education, and experience conducting research, and work-environment factors, such as resources and organizational support for EBP, were related to the knowledge and skills of EBP among nurses. Our review highlighted educational level, participation in EBP education, experience conducting research, and resources and organizational support for EBP as important factors that are associated with the knowledge and skills of EBP in nurses worldwide. Focusing on these factors may help improve nurses' understanding of EBP and facilitate the implementation of EBP.

Examining Therapeutic Recreation Service Delivery for Adults with Intellectual and/or Developmental Disabilities in Community-Based Settings

With there being a nine-and-a-half percent increase in prevalence of intellectual and/or developmental disabilities (IDD) among children in the U.S. over nine years (i.e., 2009-2017; Zablotsky et al., 2019), the number of adults with IDD in our communities is growing and there is great potential for CTRS to produce multi-level and influential opportunities, outcomes, and benefits for adults with IDD through therapeutic recreation (TR) services in community-based settings. However, community-based settings is not a well-represented employment setting among CTRSs in the U.S. This mixed methods study aimed to identify best practices, barriers, and facilitators CTRSs experience when providing TR services to adults with IDD in community-based settings, as well as to examine how COVID has impacted TR service delivery and ideas for future provision of virtual TR services among these CTRSs. A total of 278 CTRSs across the country who work with adults with IDD in community-based settings completed a Qualtrics survey and 15 of these CTRS completed a follow-up, individual interview. Integrated data analysis revealed widespread impacts of COVID, lack of use of evidence-based practice, lack of involvement in evidence-based practice research, and need for standardized assessment and use of evidence-based practice to increase billing for TR services. Important implications for TR service delivery among adults with IDD in community-based settings were revealed, as well as directions for future research.

Effect of health information technology (HIT)-based discharge transition interventions on patient readmissions and emergency room visits: a systematic review.

To systematically synthesize and appraise the evidence on the effectiveness of health information technology (HIT)-based discharge care transition interventions (CTIs) on readmissions and emergency room visits. We conducted a systematic search on multiple databases (MEDLINE, CINAHL, EMBASE, and CENTRAL) on June 29, 2020, targeting readmissions and emergency room visits. Prospective studies evaluating HIT-based CTIs published as original research articles in English language peer-reviewed journals were eligible for inclusion. Outcomes were pooled for narrative analysis. Eleven studies were included for review. Most studies (n = 6) were non-RCTs. Several studies (n = 9) assessed bridging interventions comprised of at least 1 pre- and 1 post-discharge component. The narrative analysis found improvements in patient experience and perceptions of discharge care. Given the statistical and clinical heterogeneity among studies, we could not ascertain the cumulative effect of CTIs on clinical outcomes. Nevertheless, we found gaps in current research and its implications for future work, including the need for a HIT-based care transition model for guiding theory-driven design and evaluation of HIT-based discharge CTIs. We appraised and aggregated empirical evidence on the cumulative effectiveness of HIT-based interventions to support discharge transitions from hospital to home, and we highlighted the implications for evidence-based practice and informatics research.

Collaborating with Clinical Pastoral Educators to Teach a Research Literacy Curriculum

ABSTRACT The Department of Chaplaincy and Clinical Pastoral Education at The Ohio State University Wexner Medical Center offers a year-long Level II chaplain residency program to chaplains of all faiths. In 2017, the program was awarded a grant to develop a research literacy curriculum and invited a health sciences librarian and a social sciences librarian to teach residents about evidence-based practice and literature research methods. This interprofessional collaboration successfully engaged chaplains and librarians to learn and teach one another about their respective disciplines and how they can support one another in the pursuit of evidence-based spiritual care and research.

Assessing the generalisability of a multicentre qualitative dementia research: the experience and challenges faced by the MinD project in Europe.

Background: Generalisation of findings is an important aspect of research and essential for evidence-based practice. While generalisation is common in quantitative research, there is a lack of generalisability in qualitative research. This paper presents the experience and challenges faced by the Designing for People with Dementia (MinD) project in meeting the requirements to strengthen the generalisation of findings on the lived experience of people living with dementia and their engagement to co-create designs to empower their everyday living. Methods: Polit and Beck (2010)'s strategies to generalise qualitative findings were applied: (1) replication in sampling; (2) replication of studies; (3) meta-synthesis of findings; (4) reflexivity and conceptualization; (5) immersion with the data; and (6) thick description. Results: While it is possible to increase the generabilisabilty of qualitative evidence through the replication of the sampling to attain a large, heterogeneous sample in different and multiple contexts and environments; implementation of sound and robust research; conducting in-depth analysis and interpretation collaboratively for emergent themes; and meeting the thick description requirement, there are challenges that the project team faced in implementing some of the Polit and Beck's strategies because of the condition, namely dementia, that our participants are having. Other challenges faced were: the language and cultural diversity in the team; diverse work and organisational procedures; and the inter-disciplinary differences relating to the methods of enquiry, approaches and techniques to conduct research. These challenges will need to be identified and addressed at the start of the project with a strong leadership to ensure a seamless journey to complete the project successfully. Trust between the researchers and participants, and time to build this trust are critical to recruitment and participation in the study; these factors are of utmost important in research involving participants with condition such as dementia.

Assessing the generalisability of a multicentre qualitative dementia research: the experience and challenges faced by the MinD project in Europe

Background: Generalisation of findings is an important aspect of research and essential for evidence-based practice. While generalisation is common in quantitative research, there is a lack of generalisability in qualitative research. This paper presents the experience and challenges faced by the Designing for People with Dementia (MinD) project in meeting the requirements to strengthen the generalisation of findings on the lived experience of people living with dementia and their engagement to co-create designs to empower their everyday living. Methods: Polit and Beck (2010)’s strategies to generalise qualitative findings were applied: (1) replication in sampling; (2) replication of studies; (3) meta-synthesis of findings; (4) reflexivity and conceptualization; (5) immersion with the data; and (6) thick description.Results: While it is possible to increase the generabilisabilty of qualitative evidence through the replication of the sampling to attain a large, heterogeneous sample in different and multiple contexts and environments; implementation of sound and robust research; conducting in-depth analysis and interpretation collaboratively for emergent themes; and meeting the thick description requirement, there are challenges that the project team faced in implementing some of the Polit and Beck’s strategies because of the condition, namely dementia, that our participants are having. Other challenges faced were: the language and culturaldiversity in the team; diverse work and organisational procedures; and the inter-disciplinary differences relating to the methods of enquiry, approaches and techniques to conduct research. These challenges will need to be identified and addressed at the start of the project with a strong leadership to ensure a seamless journey to complete the project successfully.Trust between the researchers and participants, and time to build this trust are critical to recruitment and participation in the study; these factors are of utmost important in research involving participants with condition such as dementia.

The Effect of Research Evidence-Based Teaching Practices in Science Classrooms on Student Teachers' Attitudes towards Educational Research

Research in the field of education plays a pivotal role in developing evidence-based practices in teaching and improving the quality of education. However, research conducted in recent years has highlighted the unwillingness of teachers to benefit from scientific studies. This study set out to assess whether Research Evidence-Based Practices in Science Teaching (EBPST) influences the teaching practices of student teachers and their attitudes towards education research. Mixed methods research design was used in this study. The study was conducted through Quasi-experimental methods and focus group interviews. The data were collected with the "Teachers Attitude Scale towards Educational Research (TASTER)" and focus group interviews. Participants of the study included 106 third-year undergraduate student teachers. The experimental group applied EBPST during their teaching, while the control group applied existing traditional teaching at primary schools. The Quantitative findings showed that student teachers in the experimental group had significantly increased positive attitudes towards educational research when compared with student teachers in the control group. In addition, qualitative findings revealed that several factors negatively and positively influence the understanding and use of educational research for student teachers on the applicability of EBPST. Considering the results of this study, student teachers' EBPST effect on improving their attitudes, understanding, and the use of educational research in teaching.