Evidence-Based Practice Nursing Dissertation Topics: Narrow, Researchable Titles from Guidelines to Implementation
Evidence-based practice nursing dissertation topics work best when they are narrow enough to finish in one academic year and tied to a real guideline, tool or ward problem. This page gives you 102 free titles you can use as they are or adapt, plus the routes, models and data sources that make them researchable.
Students usually arrive here asking the same few things:
- What counts as an evidence-based practice topic, and not just a clinical topic?
- Can I do this with a literature review only, or do I need data?
- Which framework should I use to structure it?
- Do I need ethics approval for an audit or a service evaluation?
- How do I stop my title from being too broad?
The topics below are written for UK students first, with comparative and international options in the last group. Check every title with your supervisor and your university’s ethics process before you commit.
Position checked in October 2026. Guidance, policy and consultations change, so confirm the current version of any document before you cite it.
Evidence-Based Practice Nursing Dissertation Topics for UK and International Students
Each title names a population, a setting or a tool. Replace the setting with your own placement area where you can, because a local angle is easier to access and easier to defend.
Guideline Implementation Topics
1. Barriers and facilitators to implementing NICE guidance on safe staffing in adult inpatient wards: a scoping review
2. Nurses’ experiences of applying NICE sepsis recognition guidance in an emergency department: a qualitative interview study
3. Adherence to NICE guidance on pressure ulcer prevention in community nursing: a retrospective clinical audit
4. How ward managers translate national guidance into local policy: a document analysis of trust protocols
5. Newly qualified nurses’ confidence in finding and applying clinical guidelines: a cross-sectional survey
6. Guideline fatigue among ward nurses: a systematic review of qualitative evidence
7. Implementing NICE guidance on medicines optimisation in care homes: a case study of nurse-led reviews
8. The gap between published guidelines and bedside practice in catheter care: an integrative review
9. Using the AGREE II tool to appraise the quality of nursing-relevant guidelines on delirium: a methodological review
10. Nurse perceptions of local adaptation of national guidelines in rural and remote settings: a qualitative study
Deterioration and Escalation Topics
11. Nurses’ understanding of Martha’s Rule and patient and family escalation: a qualitative study
12. Barriers to escalating concerns about a deteriorating patient in acute wards: a systematic review
13. Use of the National Early Warning Score 2 by student nurses on placement: a mixed-methods study
14. Implementation of paediatric early warning systems and nurse decision-making: an integrative review
15. Family-initiated escalation in children’s wards and its effect on nurse workload: a service evaluation
16. Handover tools and recognition of deterioration in night shifts: a scoping review
17. Nurse confidence in recognising sepsis in older adults in the community: a survey
18. Documentation of observations and delayed escalation: a retrospective audit in a medical ward
19. How nurses use clinical intuition alongside early warning scores: a thematic synthesis
20. Rapid response team activation and the role of the nurse in charge: a case study
Infection Prevention Topics
21. Adherence to hand hygiene standards in adult wards: a systematic review of intervention studies
22. Applying the National Infection Prevention and Control Manual in care homes: a qualitative study of nurse experiences
23. Catheter-associated urinary tract infection prevention bundles and nurse compliance: a clinical audit
24. Nurse-led approaches to reducing healthcare-associated infection: an integrative review
25. Student nurses’ knowledge and practice of aseptic non-touch technique: a cross-sectional study
26. Using UKHSA surveillance data to design a ward-level infection prevention improvement project
27. Antimicrobial stewardship and the nursing role: a scoping review
28. Isolation practice and patient experience in single-room accommodation: a qualitative study
29. Peripheral cannula care and phlebitis surveillance: a retrospective audit
Falls, Pressure Injury, Delirium and Fundamental Care Topics
30. Nurse-led multifactorial falls prevention in older inpatients: a systematic review
31. Barriers to using falls risk assessment tools in practice: a qualitative evidence synthesis
32. Repositioning schedules and pressure injury prevention in nursing homes: a narrative review
33. Delirium screening by nurses in acute medical wards: an implementation study
34. Nutrition screening and follow-up care in hospital: a clinical audit against NICE guidance
35. Patient and carer involvement in fundamental care planning: a scoping review
36. Continence care in older adults and the evidence behind nursing interventions: an integrative review
Critical Appraisal and Research Literacy Topics
37. Nurses’ confidence in critically appraising quantitative research: a survey using a validated EBP questionnaire
38. Comparing CASP, JBI and other appraisal checklists for qualitative nursing studies: a methodological comparison
39. How well do nursing journal clubs improve appraisal skills: a systematic review
40. Student nurses’ use of PICOT to frame clinical questions: a mixed-methods study
41. Reporting quality of nursing intervention studies against CONSORT and TREND: a methodological review
42. Research literacy in the pre-registration curriculum: a document analysis of programme specifications
43. Information-seeking behaviour of ward nurses: a qualitative study of how they find evidence
44. Using PRISMA-ScR in nursing scoping reviews: an audit of reporting quality
45. Nurses’ ability to judge the quality of online health information: a cross-sectional study
46. How nurses interpret statistics in guideline recommendations: a qualitative study
47. Evidence hierarchies and their limits in nursing practice: a critical discussion paper
Implementation Science and EBP Model Topics
48. Applying the Consolidated Framework for Implementation Research (CFIR 2.0) to a nurse-led practice change: a case study
49. Using the Iowa Model Revised to design a pressure injury prevention project: a project report
50. Johns Hopkins Evidence-Based Practice model in practice: an integrative review of nursing applications
51. Comparing the Iowa Model and the ARCC model for sustaining EBP in hospital nursing: a theoretical comparison
52. The i-PARIHS framework and facilitation of practice change in community nursing: a qualitative study
53. Reporting implementation studies with the StaRI standards: a methodological review
54. The ACE Star Model of Knowledge Transformation as a teaching framework: a scoping review
55. Sustainability of nursing practice changes two years after implementation: a systematic review
56. Nurse champions and the spread of evidence-based practice: a qualitative study
57. De-implementation of low-value nursing routines: a scoping review
Quality Improvement, Audit and Learning Systems Topics
58. Using SQUIRE 2.0 to report a nursing quality improvement project: a methodological review
59. Using NHS IMPACT and QSIR tools in ward-level improvement: a case study
60. Learning from incidents under the Patient Safety Incident Response Framework: a qualitative study of nurse involvement
61. Nurse reporting behaviour on the Learn from Patient Safety Events service: a document and interview study
62. Clinical audit versus service evaluation versus research: a critical discussion of classification in nursing projects
63. Audit cycles and sustained change: a systematic review of re-audit evidence
64. Safety huddles and team communication in acute wards: an integrative review
65. Patient-reported experience measures as an evidence source for nursing improvement: a scoping review
Leadership, Workforce and Culture Topics
66. Ward manager behaviours that support evidence-based practice: a systematic review
67. The effect of staffing levels on the use of evidence in practice: a qualitative study
68. Use of the Safer Nursing Care Tool to inform staffing decisions: a case study
69. Nurse perceptions of protected time for evidence use: a survey
70. Implications of the Health and Care (Staffing) (Scotland) Act 2019 for evidence-based staffing: a document analysis
71. Magnet-style recognition and EBP culture in European hospitals: an integrative review
72. Preceptorship and the transfer of EBP skills to newly registered nurses: a qualitative study
73. Moral distress and evidence-based decision-making in short-staffed units: a thematic synthesis
74. Nurse-led research roles and their effect on practice change: a scoping review
Digital Health and AI Topics
75. Nurse attitudes to ambient voice technology for documentation: a qualitative study
76. Using NHS England guidance to evaluate the safety of AI scribes in ward settings: a policy analysis
77. Clinical decision support tools and nurse adherence to guidelines: a systematic review
78. Digital early warning systems and their effect on escalation: a scoping review
79. Applying the NICE Evidence Standards Framework to nursing-relevant digital tools: a critical appraisal
80. Nurse trust in AI-generated care summaries: a cross-sectional survey
81. Remote monitoring in community nursing and the evidence for outcomes: an integrative review
82. Electronic patient record prompts and evidence use in wound care: a retrospective audit
Equity and Patient Voice Topics
83. Pulse oximetry accuracy across skin tones and nursing practice: a review of the evidence following the independent review of equity in medical devices
84. Representation of minority ethnic groups in the evidence base behind nursing guidelines: a methodological review
85. Patient involvement in guideline development for nursing care: a scoping review
86. Health literacy and the translation of guidelines into patient information: a qualitative study
87. Interpreter use and evidence-based communication in maternity and acute care: a systematic review
88. Shared decision-making in nursing consultations and its evidence base: an integrative review
Education Topics
89. Simulation and the development of EBP competence in pre-registration students: a systematic review
90. Embedding critical appraisal in practice placements: an educational action research proposal
91. Assessing EBP skills with the Modified Fresno Test: a validation-focused literature review
92. Student perceptions of dissertation modules and their effect on later evidence use: a survey
93. Clinical educators’ role in connecting classroom evidence to ward practice: a qualitative study
94. Postgraduate nurse education and workplace research engagement: a scoping review
International and Comparative Topics
95. Comparing the NMC Code and the ICN Code of Ethics in their expectations of evidence use: a document analysis
96. Barriers to EBP in low- and middle-income country nursing: a systematic review
97. Using the WHO Global Patient Safety Action Plan to compare nursing safety priorities across regions: a policy analysis
98. Nurse staffing legislation in Scotland compared with other jurisdictions: a comparative policy analysis
99. Cultural adaptation of EBP questionnaires for use outside English-speaking countries: a methodological review
100. Lessons from the WHO State of the World’s Nursing report for UK workforce evidence: a document analysis
101. Translating guidelines across health systems: an integrative review of NHS and non-NHS experiences
102. Magnet4Europe and EBP culture: a comparative case discussion
Worked Examples: Aims and Objectives for Evidence-Based Practice Nursing Dissertations
These four examples show how a title becomes a set of aims and objectives. Use the research aims and objectives generator to draft your own, then refine them with your supervisor.
Scoping Review Example
Title: De-implementation of low-value nursing routines: a scoping review.
- Aim: To map the published evidence on how nursing routines of limited value are identified and stopped.
- Objective 1: To identify the routines reported as low value in nursing literature.
- Objective 2: To describe the methods used to stop them.
- Objective 3: To summarise the reported barriers and outcomes.
Clinical Audit Example
Title: Nutrition screening and follow-up care in hospital: a clinical audit against NICE guidance.
- Aim: To measure how far current practice on one ward meets the audit standards you set from the guidance.
- Objective 1: To define measurable standards from the guidance.
- Objective 2: To collect and compare practice data against each standard.
- Objective 3: To recommend actions and a re-audit date.
Implementation Study Example
Title: Applying CFIR 2.0 to a nurse-led practice change: a case study.
- Aim: To explore which contextual factors shaped the practice change.
- Objective 1: To interview nurses and managers involved in the change.
- Objective 2: To code the findings against CFIR domains.
- Objective 3: To identify factors that helped or blocked adoption.
Document Analysis Example
Title: Comparing the NMC Code and the ICN Code of Ethics: a document analysis.
- Aim: To compare how each code expects nurses to use evidence.
- Objective 1: To extract all statements about evidence, research and practice.
- Objective 2: To compare the language and level of obligation.
- Objective 3: To discuss implications for nursing education.
Choosing the Right Route: Review, Audit, Service Evaluation or Research
Many EBP projects fail at the approval stage because the route was never defined. A review of published literature uses no patient data, so it normally needs no NHS ethics approval, though your university may still require a form. An audit measures practice against a standard, and a service evaluation describes how a service performs. Primary research that tests something new or generates new knowledge is a different route.
The Health Research Authority offers a decision tool to help you check whether your project counts as research, and its student research pages explain which studies need NHS approval. Always confirm with your supervisor and your placement provider, because local rules apply.
| Route | Main question | Typical data | Usual approval |
|---|---|---|---|
| Literature review | What does the published evidence say? | Published studies | University form, if any |
| Clinical audit | Do we meet an agreed standard? | Routine practice data | Local audit registration |
| Service evaluation | How is this service performing? | Service or patient feedback data | Local governance |
| Primary research | What is the answer to a new question? | New interviews, surveys, observations | University and, where relevant, HRA and NHS approval |
If you want help shaping the method, see our guide on writing a dissertation methodology and our research proposal support.
Models and Tools You Can Build an Evidence-Based Practice Nursing Dissertation Around
A named framework gives your dissertation structure and gives your marker something to assess. Choose one that fits your design.
| Framework or tool | Best used for | Good fit with |
|---|---|---|
| Sicily statement (5 As) | Teaching and describing the EBP process: ask, acquire, appraise, apply, assess | Education and literature-based projects |
| PICOT | Framing a focused clinical question | Reviews and quality improvement |
| Iowa Model Revised | Planning and testing a practice change | Quality improvement and project reports |
| Johns Hopkins EBP model | Appraising evidence and translating it into practice | Integrative reviews and project reports |
| ARCC model | Building and sustaining an EBP culture | Leadership and workforce studies |
| ACE Star Model | Describing how evidence is transformed into practice | Education and theory-based work |
| CFIR 2.0 | Identifying contextual factors in implementation | Qualitative case studies |
| i-PARIHS | Understanding facilitation of change | Community and team-level studies |
| StaRI and SQUIRE 2.0 | Reporting implementation and improvement studies | Methodological reviews and project reports |
| CASP, JBI, AGREE II | Appraising studies and guidelines | Any review-based dissertation |
| PRISMA and PRISMA-ScR | Reporting systematic and scoping reviews | Review dissertations |
Validated measures include the EBP Questionnaire (EBPQ), the EBP Beliefs and Implementation scales, and the Modified Fresno Test. Check permissions and licensing before you use any tool.
Data Sources for Evidence-Based Practice Nursing Dissertation Topics
Pick your data source before you pick your title, so you know the project is possible. Useful, publicly available starting points include:
- NICE guidance for audit standards and implementation studies, for example the guidance on sepsis, safe staffing and pressure ulcers.
- The NMC Code for professional duties on evidence, noting that it has been under consultation, so cite the version in force when you submit.
- UKHSA healthcare-associated infection data for infection prevention projects.
- Learn from Patient Safety Events (LFPSE) and Patient Safety Incident Response Framework (PSIRF) material from NHS England, for incident learning.
- The WHO Global Patient Safety Action Plan for international comparison.
- NHS Staff Survey results for workforce and culture studies.
For wider reading on specialist areas, browse our nursing dissertation topics hub, or the pages on adult nursing, mental health nursing, child health nursing, midwifery, emergency nursing, wound care, geriatric nursing, dementia nursing, critical care nursing and infectious disease nursing.
How to Narrow Your Evidence-Based Practice Nursing Topic
A broad topic like “EBP in nursing” cannot be answered in 10,000 words. Narrow it in four steps.
- Pick one practice problem. For example, delayed escalation, catheter care or falls prevention.
- Pick one population or setting. Newly qualified nurses, a community team or an emergency department.
- Pick one source of evidence. A named NICE guideline, a framework or a published dataset.
- Pick one design. Review, audit, service evaluation, qualitative study or document analysis.
Then turn it into a question with our research question generator or read how to write a research question. If you are still deciding, see how to choose a research topic. Plan your time with the dissertation timeline planner, and check your numbers with the sample size calculator and the statistical test selector if you collect data.
Common Mistakes in Evidence-Based Practice Nursing Dissertations
- Writing about EBP in general instead of testing one practice against one body of evidence.
- Citing a guideline without saying which version or date you used.
- Calling an audit “research” or the reverse, which causes approval problems.
- Using a framework as decoration instead of using it to code or structure your findings.
- Appraising studies without naming the checklist and how you scored them.
- Recommending change without saying who would act on it, and how they would know it worked.
A strong literature chapter helps avoid most of these. Our guide on how to write a literature review and our literature review help page explain what markers look for.
Evidence-Based Practice Nursing Dissertation Topics: Frequently Asked Questions
What is a good evidence-based practice nursing dissertation topic?
A good topic names one practice problem, one population or setting, and one body of evidence. “Barriers to escalating concerns about a deteriorating patient in acute wards” is more workable than “patient safety in nursing”.
Can I write an evidence-based practice dissertation without collecting data?
Yes, if your university allows it. Systematic, scoping and integrative reviews, document analyses and policy analyses all use published sources. Check your module handbook, because some programmes require primary data.
Do I need ethics approval for a clinical audit?
Usually an audit is registered through the organisation’s audit or governance team instead of NHS research ethics, but rules differ. Use the HRA decision tool, then confirm with your supervisor and placement provider.
Which EBP model should I choose?
Match the model to your aim. Use PICOT to frame a question, Iowa Model Revised or Johns Hopkins to plan a practice change, and CFIR 2.0 or i-PARIHS to explain why implementation did or did not work.
Can international students use these topics?
Yes. The last group of titles compares systems and uses WHO and international sources, and you can swap UK bodies for your own national guidance. Keep one country’s context clear throughout.
Next Step: Turn a Topic into a Plan
Pick two or three titles, test each against the four narrowing steps, and check that the data or sources exist before you decide. If you want a topic matched to your course and word count, our custom dissertation topics service can help, and our nursing dissertation help team can support the full project. You can also read our wider nursing topics list for more ideas.