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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

The effectiveness of evidence-based nursing on development of nursing students' critical thinking: A meta-analysis
Chuyun Cui, Yufeng Li, Dongrong Geng, et al.
Nurse Education Today (2018) Vol. 65, pp. 46-53
Closed Access | Times Cited: 57

Showing 1-25 of 57 citing articles:

Blended learning vs traditional teaching: The potential of a novel teaching strategy in nursing education - a systematic review and meta-analysis
Lin Du, Lijing Zhao, Tianxin Xu, et al.
Nurse Education in Practice (2022) Vol. 63, pp. 103354-103354
Closed Access | Times Cited: 76
The effects of blended learning on knowledge, skills, and satisfaction in nursing students: A meta-analysis
Cheng Li, Jing He, Chenxi Yuan, et al.
Nurse Education Today (2019) Vol. 82, pp. 51-57
Closed Access | Times Cited: 136
Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review
Athina Patelarou, Enkeleint A. Mechili, María Ruzafa‐Martínez, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 17, pp. 6351-6351
Open Access | Times Cited: 75
Interventions, methods and outcome measures used in teaching evidence-based practice to healthcare students: an overview of systematic reviews
Lea Deichmann Nielsen, Mette Margrethe Løwe Netsey‐Afedo, Francisco Mansilla, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 6
The effect of evidence-based practice perception, information literacy self-efficacy, and academic motivation on nursing students' future implementation of evidence-based practice
Anat Amit Aharon, Semyon Melnikov, Sigalit Warshawski
Journal of Professional Nursing (2020) Vol. 36, Iss. 6, pp. 497-502
Closed Access | Times Cited: 39
Construction of learning objectives and content for newly graduated nurses in tertiary teaching hospitals: A Delphi study
Fangyuan Wan, Lili Yang, Na Zhou, et al.
Nurse Education Today (2023) Vol. 121, pp. 105716-105716
Open Access | Times Cited: 15
Evaluating the effects of evidence-based nursing on length of hospital stay, duration of mechanical ventilation, symptom relief, and complication rates in children with severe adenoviral pneumonia: a prospective randomized controlled trial
Sulong Wu, Sha Zhu, Wen Hui, et al.
Revista do Instituto de Medicina Tropical de São Paulo (2025) Vol. 67
Open Access
Blended nutrition education with real-life scenarios enhances learning and nutritional counseling capabilities in nursing students
Anshi Wang, Jingjing Wan, Tingjing Zhang, et al.
Scientific Reports (2025) Vol. 15, Iss. 1
Open Access
Clinical nurses's critical thinking level according to sociodemographic and professional variables (Phase II): A correlational study
Esperanza Zuriguel‐Pérez, Anna Falcó‐Pegueroles, Sandra Agustino‐Rodriguez, et al.
Nurse Education in Practice (2019) Vol. 41, pp. 102649-102649
Closed Access | Times Cited: 36
Effectiveness of an Evidence-Based Practice Education Program for Undergraduate Nursing Students: A Systematic Review and Meta-Analysis
Da-In Jeong, Chang Gi Park, Keiko Sugimoto, et al.
International Journal of Environmental Research and Public Health (2024) Vol. 21, Iss. 5, pp. 637-637
Open Access | Times Cited: 4
The effect of evidence‐based nursing education on nurses' clinical decision making: A randomized controlled trial
Parisa Ghodsi Astan, Rasoul Goli, Masumeh Hemmati Maslakpak, et al.
Health Science Reports (2022) Vol. 5, Iss. 5
Open Access | Times Cited: 17
Evidence-based information-seeking behaviors of nursing students: Concurrent think aloud technique
Modi Al‐Moteri
Heliyon (2023) Vol. 9, Iss. 4, pp. e15549-e15549
Open Access | Times Cited: 9
Development and effectiveness of online teaching on practical skills among nursing students: A systematic review and meta-analysis
Afang Li, Norhasmah Mohd Zain, Azlina Yusuf, et al.
Nurse Education in Practice (2024) Vol. 78, pp. 103988-103988
Closed Access | Times Cited: 3
Using Implementation Science to Implement Evidence‐Based Practice: A Discursive Paper
Audrey Chays‐Amania, Jocelyn Schwingrouber, Sébastien Colson
Journal of Advanced Nursing (2024)
Open Access | Times Cited: 3
Learner-centred teaching in a non-learner-centred world: An interpretive phenomenological study of the lived experience of clinical nursing faculty
Olabisi Oyelana, Donna Martin, Judith M. Scanlan, et al.
Nurse Education Today (2018) Vol. 67, pp. 118-123
Open Access | Times Cited: 30
The impact of an educational intervention on nursing students' critical thinking skills: A quasi-experimental study
María López, José María Jiménez, Belén Martín‐Gil, et al.
Nurse Education Today (2019) Vol. 85, pp. 104305-104305
Closed Access | Times Cited: 27
Effects of an evidence‐based nursing intervention on prevention of anxiety and depression in the postpartum period
Jun Meng, Junying Du, Xiaoli Diao, et al.
Stress and Health (2021) Vol. 38, Iss. 3, pp. 435-442
Closed Access | Times Cited: 21
Undergraduate Nursing Students’ Experiences of Conducting Clinical Research Projects in Their Bachelor Theses – a Qualitative Study
Kjersti Grønning, Guro Karlsholm, Beate André
SAGE Open Nursing (2022) Vol. 8
Open Access | Times Cited: 14
Assessing the competences associated with a nursing Bachelor thesis by means of rubrics
Mireia Llauradó‐Serra, E. Rodríguez, Albert Gallart Fernández-Puebla, et al.
Nurse Education Today (2018) Vol. 66, pp. 103-109
Closed Access | Times Cited: 20
EFFECTIVENESS OF A TEACHING MODEL IN A FIRST AID COURSE: A RANDOMIZED CLINICAL TRIAL
Fábio da Costa Carbogim, Franciane Silva Luiz, Larissa Bertacchini de Oliveira, et al.
Texto & Contexto - Enfermagem (2019) Vol. 29
Open Access | Times Cited: 19
Motivation and Evaluation in Education from the Sustainability Perspective: A Review of the Scientific Literature
José Sánchez Santamaría, Brenda Imelda Boroel Cervantes, Fátima-María López-Garrido, et al.
Sustainability (2021) Vol. 13, Iss. 7, pp. 4047-4047
Open Access | Times Cited: 14
Development and assessment of a curriculum model for virtual simulation in nursing: curriculum development and pilot-evaluation
Hyunsook Shin, Dahae Rim
BMC Medical Education (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 5
Brazilian undergraduate nursing students’ critical thinking need to be increased: a cross-sectional study
Andréa Aparecida Gonçalves Nes, Fernando Riegel, Jussara Gue Martini, et al.
Revista Brasileira de Enfermagem (2022) Vol. 76, Iss. 1
Open Access | Times Cited: 8
Impact of a teaching strategy to promote evidence-based practice on nursing students’ knowledge and confidence in simulated clinical intervention choices
Itziar Estalella, Óscar Román, Theo Norbert Reichenberger, et al.
BMC Nursing (2023) Vol. 22, Iss. 1
Open Access | Times Cited: 4
Assessing Evidence-Based Practice in Operating Room Nursing Students: A Cross-Sectional Study in the Southwest of Iran
Jamshid Eslami, Amir Arsalan Saeedi, Majid Najafi Kalyani
The Scientific World JOURNAL (2024) Vol. 2024, pp. 1-6
Open Access | Times Cited: 1
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