Learning Objective #1: appreciate the utilization of focus-group in assessing students' attitude and opinions.

Learning Objective #2: appreciate sharing of the nursing landmark studies with BSN students.

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The concept of Evidenced-Based Practice (EBP) has been incorporated internationally into the Nursing Research courses in the Baccalaureate Nursing Programs. The purpose of this presentation is to report on the perceptions of the accelerated BSN students (N=37) on EBP in nursing in a college of nursing in the Kingdom of Saudi Arabia who completed a nursing research course a semester prior to graduation. The data was obtained through three focused-groups.

During the course students were introduced to accessing scientific databases and were exposed to several landmark nursing research studies (i.e., Aiken, 2003 & McSweeney, 2003). In addition, to critiques of nursing research studies, students were introduced to the EBP guidelines.

The emerged themes from the focused-groups indicated that the students valued accessing scientific database, viewed the EBP as a key component of the course, and the majority (80%) perceived that the quantitative studies provided the hightest level of evidences for changing nursing practice. Furthermore, they indicated that qualitative methodology such as phenomenological approach which focuses on the lived experiences of patients/families generated key evidences for improving nursing practice. Students identified the group discussion of research studies as the essential component of their learning.