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Introduction: Evidence Based Practice is a one of the competency in nursing that led to the scientific decision for health care. Recognition of barriers from the perspective of students can play a significant role in its development. The aim of this study was to evaluate the students' understanding of the barriers to evidence-based practice. Method: This study was a qualitative- descriptive study. Participants were 28 nursing students in final year who were chosen purposeful. Sampling continued until data saturation. Collection data was conducted by 14 individual interviews and 2 focus groups. All interviews were tape recorded, handwritten, and were analyzed line by line. Conventional content analysis was conducted for data analysis and Max Q data software was used to record interviews and edit data. Results: Most patients were female (72%) and 21-26 years old. Three themes and nine categories were achieved from data analysis. They include cognitive factors (Nursing education programs, quality education and empowerment of teachers), emotional factors (Student motivation and teacher motivation) and implementation factors (Organizational factors, community perspective, time, facilities). Conclusion: Planning for Effective Teaching Evidence-based practice with remove barriers is recommended. In this respect, empower and motivate teachers and students have important roles. Creation of background in clinical practice based on institutional support and facilities can be help to smooth of the path.

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Introduction: Working full-time and part-time by students during education has positive or negative impacts on academic performance of students in university courses. The findings show that previous experience of patient care affects the integrity of student learning and their clinical experiences. The purpose of this qualitative study is to explain experiences of nursing students in work while studying. Method: This qualitative study with Benner descriptive phenomenology was done in nursing and midwifery school of Hormozgan University of Medical Sciences. Deep and semi-structured interviews and presence in the field were used to collect data. The interviews were written verbatim to provide feedback for the next interview and the adequacy of the data. Data were analyzed using Benner thematic description. Results: In this study, 15 male and female nursing students participated aged 20 to 24 years. From analyzing of gathering data, five themes of socialization, professional future professional, nurturing personality, tension experience and the role changing and 11 subthemes were extracted. Conclusion: Work experience while studying can affect academic, professional and personal life of students and in addition to prepare them for work in the nursing profession in real situation, have stress and the pressure on them. Assessing various issues related to work during studying can improve the quality of student work and increase its beneficial effects.