This study was conducted to develop and test the effects of a evidence-based practice (EBP) education program for the undergraduate nursing students.
A nonequivalent control group pretest-posttest design was used. The subjects consisted of 44 senior undergraduate nursing students, who took a class of nursing research(experimental group: 22 students, control group: 22 students).
The evidence-based practice education program for the nursing undergraduate developed in this study consisted of 4 weeks, 20 hours of program in total. The evidence-based practice education program was developed based on EBP 5 step of Sackett et al(2000). The program was made up of lecture and practice which consisted of small group activities of applying 5 step EBP to scenarios in educational modules developed by researcher.
Data collection was done before the education program, immediately after the program and six weeks later from August 6 to October 7, 2013. Evidence based practice knowledge, evidence based practice skills, evidence based practice attitude, evidence based practice competence, evidence based practice future use and critical thinking were measured.
Data were analyzed using repeated measure ANOVA, t-test with SPSS/WIN 18.0.

The result were as follows:

1) Hypothesis 1: “There will be a significant difference in evidence based practice knowledge between the experimental group and control group” was supported (F=19.766, p<.001).

2) Hypothesis 2: “There will be a significant difference in evidence based practice skills between the experimental group and control group” was supported (immediately after program: t=12.449, p<.001, in 6 weeks after program: t=8.015, p<.001).

3) Hypothesis 3: “There will be a significant difference in evidence based practice attitude between the experimental group and control group” was supported (F=24.053, p<.001).

4) Hypothesis 4: “There will be a significant difference in evidence based practice competence between the experimental group and control group” was supported (F=51.465, p<.001).

5) Hypothesis 5: “There will be a significant difference in evidence based practice future use between the experimental group and control group” was supported (F=7.295, p=.001).
6) Hypothesis 6: “There will be a significant difference in critical thinking between the experimental group and control group” was supported (F=17.065, p<.001).

In conclusion, the evidence-based practice education program for undergraduate nursing students has been identified as an effective intervention for promoting evidence based practice knowledge, evidence based practice skills, evidence based practice attitude, evidence based practice competence, critical thinking, and future use of evidence based practice. It is recommended that the evidence-based practice education program for undergraduate nursing students will be included as an independent course in the curriculum of the nursing undergraduate program.