الفهرس 
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Abstract
Introduction: Evidence-based practice (EBP) is one of the main professional competencies for healthcare professionals and a priority for the nursing curriculum. Creative and enjoyable teaching strategies are some ways to enhance students’ knowledge and competency of EBP implementation in practice. Interactional teaching strategies also focused on cooperative learning in which a group of student’s works together to complete a given task for that reason it enhances student-to-student interaction. Cooperative learning enables the students to seek for understanding, one of these methods is Case Based Learning (CBL). Case-based learning integrates constructivist and experiential techniques; as a result, the development of professional skills like as problem-solving, clinical reasoning, and knowledge transfer is more rapid. Furthermore, several related studies have demonstrated that CBL significantly improved skill development and self-reported learning abilities among nursing students. Aim: The study aims to investigate the effect of using Case Based Learning (CBL) on developing Evidence-Based Practice (EBP) skills among students in Technical Institutes of Nursing. Method: A Quasi-experimental post-test only study design was used to accomplish this study. A convenience sample of sixty-six (66) nursing students of both genders who attended the community health nursing course in the second year. Tools of data collection: The five tools were used in this study for data collection and designing CBL education sessions as the following: demographic and educational characteristics of students, knowledge, practice, attitude of students toward EBP, and feedback of the nursing student’s toward CBL session Setting: This study was conducted at Sherbin- Technical Institute of Nursing affiliated to Ministry of Higher Education and Scientific Research. Results: It was indicated significant improvement in nursing students’ overall knowledge and skill of EBP. The total knowledge score was increased by 16.5% after the completion of the CBL sessions. The total skill score revealed that 69.7% of nursing students showed competent skill level with mean of marks immediately post sessions in relation to asking answerable questions, determining best study design, acquiring research, and appraising RCT. However, (80.3%) of them showed a competent skill level with a mean of marks after two months of CBL sessions implementation. Regarding the nursing student’s attitude toward applying EBP in solving simulated clinical problems, the current study revealed that there were statistically significant differences between the nursing student’s attitudes immediately post and after two months’ follow-up of CBL sessions implementation Conclusion& Recommendations: The study indicated that CBL is associated with significant improvements in EBP profile domains of knowledge, skills and attitude among technical nursing students. A CBL approach can be considered viable, collaborative, and worthy of wide use. It could be applied in multilevel nursing education to develop the nursing student’s knowledge in the EBP approach.