Background: Nursing education and training are essential in the attainment of evidence-based practice (EBP) competence in nursing students. Although there is a growing literature on EBP among nursing students, most of these studies are confined to a single cultural group. Thus, cross-cultural studies may provide shared global perspectives and theoretical understandings for the advancement of knowledge in this critical area. Aims: This study compared self-perceived EBP competence among nursing students in four selected countries (India, Saudi Arabia, Nigeria, and Oman) as well as perceived barriers to EBP adoption. Methods: A descriptive, cross-sectional, and comparative survey of 1,383 nursing students from India, Saudi Arabia, Nigeria, and Oman participated in the study. The Evidence-Based Practice Questionnaire (EBP-COQ) and the BARRIERS scale were used to collect data during the months of January 2016 to August 2017. Results: Cross-country comparisons revealed significant differences in EBP competence (F = 24.437, p <.001), knowledge (F = 3.621, p =.013), skills (F = 9.527, p <.001), and attitudes (F = 74.412, p <.001) among nursing students. Three variables including nursing students’ gender (β =.301, p <.001), type of institution, (β = −0.339, p =.001), and type of nursing student (β =.321, p <.001) were associated with EBP competence. Barriers to EBP adoption included having no authority to change patient care policies (M = 1.65, SD = 1.05), slow publication of evidence (M = 1.59, SD = 1.01), and paucity of time in the clinical area to implement the evidence (M = 1.59, SD = 1.05). Linking Evidence to Action: Both academe and hospital administration can play a pivotal role in the successful acquisition of EBP competence in nursing students.
