Abstract:
Despite the global recognition of evidence-based practice (EBP) as a cornerstone of quality nursing care,
rigorous multi-institutional evidence characterizing the EBP preparedness of Bachelor of Science in Nursing
(BScN)-trained nurses in Kenyan tertiary hospital settings remains sparse, with most existing literature
originating from high-income Western contexts and relying on single-institution convenience samples. This
study determined the extent to which exposure to undergraduate nursing research education prepares nurses to
apply EBP in clinical settings at two national referral hospitals in Kenya. Using a concurrent embedded
mixed-methods design, a descriptive cross-sectional survey was administered to 136 BScN nurses (92.5%
response rate), complemented by in-depth interviews with 20 purposively selected nurse managers at Moi
Teaching and Referral Hospital and Nakuru County Teaching and Referral Hospital. Universal
undergraduate research exposure (100%) was confirmed, and self-rated preparedness was consistently high
across all six research competency domains ranging from 82.3% (data collection and analysis) to 90.4%
(literature review) with excellent internal consistency (Cronbach's α = .9565). Preparedness ratings were
statistically homogeneous across all demographic subgroups (p > .05). However, qualitative narratives
revealed a critical preparedness-competence paradox: declared readiness reflected declarative knowledge of
research concepts but not procedural competence to appraise primary literature, conduct data analysis, or
implement evidence in clinical contexts; the undergraduate curriculum was experienced as a compliancedriven, proposal-only exercise rather than a full-cycle, practice-embedded learning trajectory. Undergraduate
nursing research education in Kenya successfully instils EBP attitudes and normative preparedness but fails to
cultivate the applied competencies necessary for authentic evidence implementation. The Nursing Council of
Kenya should urgently lead a curriculum audit and reform to embed full-cycle research practicums including
supervised data collection, analysis, and critical appraisal across BScN training, supported by structured
school-hospital clinical EBP partnerships.
