Hines, S.Ramsbotham, J.Coyer, F.2025-07-232025-07-232022Nursing Forum, 2022; 57(6):1052-10580029-64731744-6198https://hdl.handle.net/2440/146238Objectives: Difficulties with understanding research literature can lead to nurses having low engagement with evidence‐based practice (EBP). This study aimed to test the feasibility of an education intervention using an academic literacies approach to improve nurses' research literacy. Methods: An interactive workshop was devised utilizing genre analysis and tested in a pre/post pilot study. EBP self‐efficacy was measured at baseline and posttest using the Self‐Efficacy in Evidence‐Based Practice instrument (26 items on an 11‐point scale for total scores from 0 to 260). Research comprehension was measured with a 10‐question quiz (range 0−10). Results: When analyzed with a paired t‐test, EBP self‐efficacy increased significantly (MD: 56.9, SD: 39.9, t = 4.5, df = 9, p < .001). Research comprehension also improved (MD: 1.1; SD: 1.1, t = 2.9, df 9, p < .01). The workshop evaluations (n = 9) were overwhelmingly positive. Conclusion: This novel approach to research pedagogy aligns well with adult learning theory and social learning theory and is suitable for small group learning in continuing education. There is considerable potential for further work in this area. Genre analysis shows promise as a strategy for teaching nurses to understand research literature.en© 2022 The Authors. Nursing Forum published by Wiley Periodicals LLC. This is an open access article under the terms of the Creative Commons Attribution‐NonCommercial‐NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.education; evidence based; innovations; quantitative; research; teaching/learningEducation, NursingEvidence-Based PracticeFeasibility StudiesHumansLearningPilot ProjectsPsychological TheoryJournal article10.1111/nuf.12780698601Hines, S. [0000-0003-0326-3546]