JMIR Publications

ABSTRACT

Evidence-based Practice (EBP) is essential for ensuring optimal healthcare and improving patient outcomes. Despite its importance, nurses' competence in EBP remains limited globally. While self-directed digital education has emerged as a flexible alternative for professional development, there is a lack of qualitative research exploring how clinical nurses experience and perceive this specific learning modality within the EBP framework. To explore the learning expectations and experiences of clinical nurses who participated in the #Evidencer Project, a self-directed online training program focused on EBP. A qualitative study using inductive thematic analysis was conducted, following the COREQ (Consolidated Criteria for Reporting Qualitative Research) guidelines. Fifteen clinical nurses from primary and hospital care settings in Spain participated. They completed an 80-hour, 12-week self-directed online course structured around the seven steps of EBP. Data were collected through virtual semi-structured interviews, which were audio-recorded and transcribed verbatim. Analysis was performed using Braun and Clarke’s six-phase approach with MAXQDA 24 software until thematic saturation was achieved. Three main categories emerged: 1)Motivation and expectations: Nurses were primarily driven by intrinsic motivation, a desire for professional updating, and their responsibility as tutors for undergraduate and graduate students; 2) Experience with the training: Participants valued the nursing-specific design, clarity, and flexibility of the online platform. However, they identified the need for synchronous tutoring to resolve complex doubts and requested downloadable materials for future consultation; and 3) EBP worldview: Findings revealed a partial understanding of the EBP process, persistent confusion between research and EBP, and a perception that clinical implementation is complex and "distant" without institutional support. Self-directed online training is a well-received and effective tool for acquiring theoretical EBP knowledge. However, it is insufficient as a standalone intervention for clinical implementation. Healthcare institutions must provide structural support and integrated strategies within the clinical context to complement educational efforts and facilitate the application of evidence in daily practice.