Introduction:

Teaching evidence-based practice is a recognized worldwide strategy for improving health care quality. Objective: To identify the level of evidence-based practice competencies of nursing students according to the characteristics of the curriculum followed in a Colombian university.

Materials and Methods:

Cross-sectional study measuring nursing students in three periods (N=125): Curriculum-1 without research training (n=24); Curriculum-2 with research training (n=55); Curriculum-3 with evidence-based practice training (n=46). The primary outcome was evidence-based practice competencies measured by attitude, knowledge, and skills.

Results:

The global competence score was 4.08 (interquartile range = 3.84-4.32), and no statistically significant differences were observed between the scores obtained by students in the three curricula. However, knowledge competencies for evidence-based practice were significantly higher in the Curriculum 3 group.

Discussion:

Some authors have described the relationship between the timing of curricular transformations and the development of progressive competencies as a staggered process whose results are reflected in at least one complete curricular cycle after its implementation.

Conclusions:

The curricular adjustments made at this institution have improved the perception of knowledge in evidence-based practice among nursing students; however, it is necessary to continue working on effective pedagogical strategies that enhance the skills for its implementation. This information provides guidance for curriculum planning.

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