Exploring undergraduate nursing students’ experiences of evidence searching skills during nursing training : a focus group study in Tshwane, South Africa

Abstract

BACKGROUND : Information literacy is essential in undergraduate nursing education and clinical practice to ensure the appropriate use of advanced technological resources that promote informed clinical decision-making and safer, high-quality patient care. However, challenges include identifying high-quality evidence, evaluating reliability, assessing resources, and a lack of specific guidelines for embedded training in nursing curricula to support the implementation of evidence-based practice. AIM : To explore undergraduate nursing students’ experiences of evidence searching skills during nursing training at a South African university. DESIGN : A qualitative descriptive design using focus group discussions. METHODS : Data were collected using a semi-structured interview guide. Seven focus group discussions were conducted with 46 undergraduate nursing students from all year groups. The participants were purposively selected. Discussions were audio-recorded and analyzed using reflexive thematic analysis. FINDINGS : Four themes emerged: (1) awareness of the need for evidence-searching skills, (2) obtaining knowledge and skills related to evidence-searching skills, (3) training opportunities, and (4) students’ recommendations for strengthening evidence-searching skills. CONCLUSION : Undergraduate nursing students recognized the theoretical importance of evidence searching but lacked the ability to navigate scholarly databases due to limited exposure to context-specific training, leading to the adoption of ineffective habits, including reliance on AI tools. The current first-year training is inadequate to ensure nursing proficiency. To ensure patient safety and promote evidence-based practice, the study recommends a scaffolded, progressive training program that includes practical workshops to help students access, critically evaluate, and ethically apply scientific evidence in academic and clinical settings, thereby supporting lifelong learning, academic integrity, and professional practice. This aligns with global efforts to deliver safer, higher-quality care.