Abstract Objectives 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?
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