Methods. PubMed, The Cochrane Library, EBSCO (Nursing Reference Center Plus), and Google Scholar were searched from January 2010 to January 2021. Studies in English that met the following criteria were considered for inclusion: quantitative and qualitative research that assessed the most common facilitators and barriers for implementation of EBP in nursing practice; and nurses’ attitudes and confidence in using EBP in their daily routine.

Results. Seventeen studies were included in the review. In quantitative studies, questionnaires were specifically developed for use in six while the other 10 used validated instruments. One qualitative study was included. In 12 studies, researchers reported elements of nurses’ attitudes and confidence about EBP. Facilitators to the implementation of EBP were explored in 11 studies, and barriers were identified in 12 studies. Results of this review indicate that nurses face challenges in implementing EBP.

Conclusion. To improve the use of EBP in nursing practice, nurses need to understand that nursing practice depends on some fundamental factors such as nurse education, computer literacy, work environment, experience, personal qualities, and colleagues around them. This literature review highlights the necessity of education in finding and accessing evidence, nurses’ autonomy over nursing practice, mentorship for successful implementation, and organizational support.

A literature search was conducted on PubMed, CINAHL and ERIC databases. Inclusion was limited to research studies in which e-learning was the major educational / pedagogical approach and that it presented evidence of the effects of e-learning in practical or clinical subjects. Twentyfour studies were included in the review. The data were analyzed using inductive content analysis. The three main categories identified through the content analysis were pedagogical, content and usability related good practices.

The results indicated that the students’ knowledge and skill requirements need to be considered, a simple-to-complex or simple-to-deep design could be preferable in e-learning. The importance of authenticity and realism of the materials was considered important. Students preferred unlimited accessibility, allowing flexibility of their study time and ease of use also with mobile devices. It was emphasized that the content should keep students behaviorally engaged through various activities and instant feedback.

As a conclusion, pedagogical, content and usability related good practices need to be implemented to keep students behaviorally engaged with e-learning material to acquire clinical skills.