Journal clubs (JCs) are widely promoted as a mechanism to strengthen nurses’ engagement with evidence-based practice (EBP), yet their structure, facilitation, and outcomes vary considerably across academic and clinical settings. This integrative review examined innovative JC models implemented between 2020 and 2025 to evaluate their impact on EBP competencies, participation, research literacy, and professional development among nursing students and front-line nurses.
Ten peer reviewed studies were analyzed. Five overarching themes emerged: enhanced EBP competencies; increased participation and engagement; improved contentment and research acumen; culture change and sustainability; and persistent gaps and barriers. Across studies, 80% to 90% of participants reported improved critical appraisal skills, online and hybrid delivery models increased attendance by 30% to 50%, and 85% to 95% rated structured JCs as beneficial for understanding research methods and linking findings to patient care.
However, time constraints and inconsistent facilitation remained significant barriers, and few studies demonstrated measurable patient-level outcomes. Findings support the need for standardized JC toolkits, structured facilitation, blended learning environments, and mentorship dyads to strengthen EBP uptake. Future research should evaluate the direct impact of JC participation on clinical outcomes and organizational performance.
Journal clubs have long been recognized as a promising strategy to promote research literacy and EBP integration within nursing practice. Yet despite their popularity, the structure, delivery, and evaluation of JCs vary widely across institutions, resulting in inconsistent engagement and limited evidence of impact on patient care. As noted in the poster, “The way these clubs are structured, run, shared, and how success is measured varies a lot … making it hard to count on journal clubs to support evidence-based nursing.” This inconsistency underscores the need for clearer standards, stronger facilitation, and more rigorous evaluation frameworks.
A structured search of OVID, PubMed, and UT Southwestern Medical Center eResearch databases identified studies published between 2020 and 2025 that evaluated JC outcomes in nursing. Inclusion criteria were: (a) nursing-focused JC interventions; (b) academic, clinical, or hybrid settings; (c) measurable outcomes related to EBP, research literacy, participation, or professional development; and (d) peer-reviewed publication. Ten studies met criteria.
Five major themes emerged across the 10 studies.
Enhanced EBP Competencies
Across studies, 80% to 90% of participants reported improved critical appraisal skills and increased engagement in EBP activities. DNP students demonstrated stronger alignment with the AACN Essentials, suggesting that structured JCs may reinforce competency-based education.
Increased Participation and Engagement
Participation improved significantly when JCs incorporated flexible delivery models:
- Student-led extracurricular clubs maintained 70% to 80% attendance over eight months.
- Transitioning an in-hospital JC to an online format increased attendance by 30% to 50%.
- Over 90% of mental health nursing students attended all synchronous online meetings.
- Hybrid delivery demonstrated the highest utilization (100%), followed by online (78%) and in-person (56%).
Positive Contentment and Research Acumen
Between 85% to 95% of participants rated structured JCs as beneficial for understanding research methods and linking findings to patient care. Participants reported increased confidence in interpreting evidence and applying it to clinical scenarios.
Culture Change and Sustainability
A clinical academic partnership model sustained a hybrid JC for over 12 months, fostering a research-aware culture and formal mentorship pathways. Mentorship dyads were present in 67% of initiatives, supporting continuity and professional growth.
Identification of Gaps and Barriers
Persistent challenges included:
- Time constraints (reported by 40% to 50% of participants)
- Inconsistent facilitation skills, which limited engagement
- Limited evidence linking JC participation to patient level outcomes, such as safety indicators or satisfaction metrics
These gaps highlight the need for standardized facilitation and more rigorous evaluation frameworks.
Findings from this review demonstrate that well-structured JCs can significantly enhance EBP competencies, participation, and research literacy among nurses and nursing students. The strong performance of hybrid and online models suggests that flexibility is essential for sustaining engagement, particularly among shift-based clinical staff.
JCs remain a valuable and adaptable strategy for strengthening EBP competencies and research literacy in nursing. Across 10 studies, structured facilitation, blended delivery models, and mentorship were consistently associated with improved engagement and skill development. However, persistent barriers, including time constraints and limited evidence of patient-level impact, highlight the need for standardized frameworks and more rigorous evaluation. As nursing education and practice continue to evolve, JCs offer a scalable, sustainable mechanism to cultivate a research-aware culture and advance evidence-based care.
References
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