Activities, such as clinical projects [19], to explored students’ EBP competency inside clinical settings. Current literature lacks comprehensive surveys on students’ perspectives concerning their preferred education (theory classes, on-campus practicums, or clinical practicums) to foster their EBP competency. Together with the existing emphasis on the AB928 In stock improvement of students’ EBP competencies within the undergraduate curriculum, an exploration of students’ values and demands with regards to EBP education is crucial for establishing and enhancing EBP-based curricula. Hence, this study aimed to explore the requires of undergraduate Elesclomol Purity students that have completed an EBP-integrated investigation course in developing their EBP competencies. In analyzing those demands, we identified things that needs to be regarded when creating and enhancing curricula. two. Materials and Strategies 2.1. Analysis Design and style This study employed a qualitative design and style, aiming to explore undergraduate nursing students’ demands for theoretical education, on-campus practicum, and clinical practicum education to foster their EBP competencies. Information collected had been analyzed working with qualitative content material analysis. 2.2. Study Participants The participants were 168 third-year undergraduate nursing students in a private university in G city, Southeastern South Korea, who had registered for a compulsory “Research Methodology” course. The university in query is often a private, four-year university, in which the study participants had completed the nursing processes and Basic nursing courses in their second year and started their clinical practicum inside the subjects of adult nursing, pediatric nursing, women’s health nursing, and psychiatric nursing from the initial semester of their third year. Within the present university curriculum, there is certainly no common, independent course on the theory or practice of EBP, along with the absence of core courses on nursing informatics or statistics. A 2 h lengthy, 2-credit compulsory research methodology course is offered within the second semester on the third year for 15 weeks, structured to allow students to recognize the require for nursing investigation and EBP, and obtain relevant competencies. To explore the vivid experiences and desires of students who had been close to completing the EBP-integrated investigation methodology course, only third-year students were incorporated within this study. First- and second-year students had been excluded as they had but to discover the basics of EBP. Though fourth-year students had completed the EBP-integrated study methodology course inside the previous year [14], they have been excluded due to the fact the survey period was deemed inappropriate, thinking about it coincided with employment or preparation for the national licensing examination. two.3. Data Collection System To analyze students’ demands, an open query was posed in week 15 of the 2020 research methodology course by means of the University Finding out Management Method (LMS): “To increase students’ competencies in EBP by way of theory, on-campus practicums or clinical practicums, what do you assume is needed” Dr. Song, the lead researcher–who is knowledgeable in teaching an EBP-integrated study methodology course [14]–developedInt. J. Environ. Res. Public Well being 2021, 18,three ofthis open-ended question soon after recognizing the lack of a needs assessment as a quality improvement (QI) activity at the finish of the semester. The developed item was reviewed and finalized by two nursing educators, who’ve taught an undergraduate study methodology cour.