1
Evidence-Based Practices Learning Programme
Student
Institution
Unit Code
Lecturer:
Submission Date:
, 2
Evidence-Based Practices Learning Programme
Introduction
The Evidence-Based Practice or EBP is known to be of an essential component of
healthcare because it promotes high-quality, effective and safe care. Even if the presence of
EBP is critical, its implementation has often remained a great challenge because of barriers
like the varying organizational cultures, time constraints, as well as the varying quality of the
available current research. The Evidence-Based Practice encompasses the best clinically
available researched evidence, healthcare expertise and the preferences of patients,
particularly in making healthcare decisions (Gallegos et al., 2026).
My reflection will essentially examine my learning experience during the EBP
programme. It will use the 5R reflection model, which entails Reporting, Responding,
Relating, Reasoning and Reconstructing. I chose the 5R model due to its better framework
which deeply analyses facts and concepts and encourages their application in the real-world
(Hariyasasti & Purwanto, 2025). This particular reflection will tell how I my understanding
of Evidence-Based Practice has evolved over time. It will also explain how my personal
experiences, for example the management of high-risk pregnancy, caring for the new-born
have influenced my learning. Finally, this reflection will inform the reader the ways the
programme has created my long-term goals, being a nurse who is involved in both the
generation and implementation of the EBP.
Reporting
When I had not enrolled in the Evidence-Based Programme, I largely depended on set
standard-protocols and practical experience to deliver medical care majorly in the wards
rather than directly engaging in “Reflection Research Evidence.” Just like most of the
healthcare providers operating in busy care settings, I always depended on the senior
physicians’ guidance as well as the already established policies or practices to make decisions
regarding clinical practices. While such approaches give valuable knowledge and experience,
they can as well lead to non-evidence practices or outdated practices, especially in the rapidly
changing healthcare. The EBP programme changed my method of nursing practice, enabled
me to analytically and systematically approach my nursing practice (Rigor, 2026). I learned
basic skills which are key in literature-searching application of EBP to healthcare decision-
making and critical appraisal. I learned technological skills like navigating healthcare
databases, for example CINAHL. I now know how to apply a healthcare database in clinical
practice to enhance quality and effective care. Active participation, critical appraisal skills
and EBP evaluation are essential skills in clinical operations (Aggari, 2026).
Even though dealing with academic ideas became a challenge to me as an
international student, I gradually adapted to them, accepted the new culture regarding
academics and the new healthcare system, which required critical changes in my strategies of
learning and communication skills (Wachyunni et al., 2023). The transitioning process
marked differences in objectives surrounding the EBP across the healthcare systems. Such
changes prompted essential reflection on my past assumptions. Generally, international
students experience some challenges in the event of trying to adjust to new clinical and
academic expectations, specifically in relation to the application of evidence in practice, and
Evidence-Based Practices Learning Programme
Student
Institution
Unit Code
Lecturer:
Submission Date:
, 2
Evidence-Based Practices Learning Programme
Introduction
The Evidence-Based Practice or EBP is known to be of an essential component of
healthcare because it promotes high-quality, effective and safe care. Even if the presence of
EBP is critical, its implementation has often remained a great challenge because of barriers
like the varying organizational cultures, time constraints, as well as the varying quality of the
available current research. The Evidence-Based Practice encompasses the best clinically
available researched evidence, healthcare expertise and the preferences of patients,
particularly in making healthcare decisions (Gallegos et al., 2026).
My reflection will essentially examine my learning experience during the EBP
programme. It will use the 5R reflection model, which entails Reporting, Responding,
Relating, Reasoning and Reconstructing. I chose the 5R model due to its better framework
which deeply analyses facts and concepts and encourages their application in the real-world
(Hariyasasti & Purwanto, 2025). This particular reflection will tell how I my understanding
of Evidence-Based Practice has evolved over time. It will also explain how my personal
experiences, for example the management of high-risk pregnancy, caring for the new-born
have influenced my learning. Finally, this reflection will inform the reader the ways the
programme has created my long-term goals, being a nurse who is involved in both the
generation and implementation of the EBP.
Reporting
When I had not enrolled in the Evidence-Based Programme, I largely depended on set
standard-protocols and practical experience to deliver medical care majorly in the wards
rather than directly engaging in “Reflection Research Evidence.” Just like most of the
healthcare providers operating in busy care settings, I always depended on the senior
physicians’ guidance as well as the already established policies or practices to make decisions
regarding clinical practices. While such approaches give valuable knowledge and experience,
they can as well lead to non-evidence practices or outdated practices, especially in the rapidly
changing healthcare. The EBP programme changed my method of nursing practice, enabled
me to analytically and systematically approach my nursing practice (Rigor, 2026). I learned
basic skills which are key in literature-searching application of EBP to healthcare decision-
making and critical appraisal. I learned technological skills like navigating healthcare
databases, for example CINAHL. I now know how to apply a healthcare database in clinical
practice to enhance quality and effective care. Active participation, critical appraisal skills
and EBP evaluation are essential skills in clinical operations (Aggari, 2026).
Even though dealing with academic ideas became a challenge to me as an
international student, I gradually adapted to them, accepted the new culture regarding
academics and the new healthcare system, which required critical changes in my strategies of
learning and communication skills (Wachyunni et al., 2023). The transitioning process
marked differences in objectives surrounding the EBP across the healthcare systems. Such
changes prompted essential reflection on my past assumptions. Generally, international
students experience some challenges in the event of trying to adjust to new clinical and
academic expectations, specifically in relation to the application of evidence in practice, and
