1 Department of Health, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

2 Department of Nursing, School of Nursing & Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran

3 Department of Biostatistics, School of Paramedics, Shahid Beheshti University of Medical Sciences, Tehran, Iran


Introduction: Evidence based practice (EBP) education isessential in promoting of clinical care, but an effective educationalstrategy for teaching EBP in nursing faculties is not available.The aim of this study was to explore the experiences of nursingstudents of EBP Education according to Rogers’ Diffusion ofInnovation Model.Methods: This qualitative study was carried out using a directedcontent analysis method and purposeful sampling. Data werecollected until saturation by fourteen semi-structured face-tofaceindividual interviews and two focus group discussions withnursing students from two nursing faculties in Tehran, Iran.Rogers’ Model was used in this study.Results: Data were classified into five themes and 11 categoriesaccording to the Rogers’s Model. Themes and main categorieswere knowledge (educational enrichment, new strategyfor education), persuasion (internalization of education,improvement of motivation), decision (acceptance, use in thefuture), implementation (objectivity, consolidation of learning)and confirmation (learning and teaching, achieving a goal, selfconfidence).Conclusions: EBP Education, based on the teaching strategyof Rogers’s Model, leads to an improved EBP learning. All thenecessary steps for a better education of it are included in thiseducational approach which can be used to teach any new subjectlike EBP.Keywords: Evidence based practice; Education; Nursing; Baccalaureate