Tehran University of Medical Sciences Nursing Practice Today 2383-1154 10 3 2023 08 13 261 272 Thi Dung Ngo Faculty of Nursing and Medical Technology, Can Tho University of Medicine and Pharmacy, Can Tho, Viet Nam Miranda Hawks WellStar College of Health and Human Services, Kennesaw State University, Georgia, USA María Ruzafa-Martínez Faculty of Nursing, University of Murcia, Murcia, Spain Thi Kim Chi Le Can Tho University of Medicine and Pharmacy Hospital, Can Tho University of Medicine and Pharmacy, Can Tho, Viet Nam Thi Thanh Truc Nguyen Faculty of Nursing and Medical Technology, Can Tho University of Medicine and Pharmacy, Can Tho, Viet Nam Hong Thiep Nguyen Faculty of Nursing and Medical Technology, Can Tho University of Medicine and Pharmacy, Can Tho, Viet Nam Van Hieu Phan Can Tho University of Medicine and Pharmacy Hospital, Can Tho University of Medicine and Pharmacy, Can Tho, Viet Nam Thi Ngoc Han Nguyen Faculty of Nursing and Medical Technology, Can Tho University of Medicine and Pharmacy, Can Tho, Viet Nam 2023 05 25 2023 08 12 Background & Aim: Establishing strategies to enhance evidence-based practice (EBP) requires a reliable instrument for assessing EBP competency. This study focused on translating and validating the Evidence-Based Practice Competency Questionnaire for Registered Nurses (EBP-COQ Prof©) in the Vietnamese context. Methods & Materials: Through a methodological approach, this study performed cross-cultural adaptation and psychometric validation. The study involved 372 nurses selected through convenience sampling. Content validity was established using the Content Validity Index for Items (I-CVI) and the Content Validity Index for Scales (S-CVI). Construct validity was assessed via exploratory (EFA) and confirmatory factor analysis (CFA). Reliability was determined using Cronbach's alpha and the intra-class correlation coefficient (ICC). Criterion validity was examined by comparing EBP-COQ Prof© competency between nurses with and without prior EBP education. Results: The Vietnamese version of EBP-COQ Prof© maintained consistency with the original version following cross-cultural adaptation. Content validity was confirmed with I-CVI> 0.78 and S-CVI/AVE= 0.97. EFA and CFA revealed consistent components with the original version: attitude (8 items), knowledge (11 items), skills (6 items), and utilization (10 items). Cronbach's alpha values were high: attitudes (0.965), knowledge (0.962), skills (0.909), and utilization (0.926). ICC values were also significant: attitudes (0.754), knowledge (0.895), skills (0.823), and utilization (0.966). Nurses with prior EBP education demonstrated higher EBP-COQ Prof© competency. Conclusion: The translated and validated EBP-COQ Prof© provides a robust tool for assessing EBP competency among Vietnamese nurses. Its reliability, validity, and sensitivity to educational effects underscore its potential for promoting EBP in nursing. https://npt.tums.ac.ir/index.php/npt/article/view/2534 https://npt.tums.ac.ir/index.php/npt/article/download/2534/585