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Background: To produce graduates with strong knowledge and skills in the application of evidence into healthcare practice, it is imperative that all undergraduate health and social care students are taught, in an efficient manner, the processes involved in applying evidence into practice. The two main concepts that are linked to the application of evidence into practice are "evidence-based practice" and "evidence-informed practice." Globally, evidence-based practice is regarded as the gold standard for the provision of safe and effective healthcare. Despite the extensive awareness of evidence-based practice, healthcare practitioners continue to encounter difficulties in its implementation. This has generated an ongoing international debate as to whether evidence-based practice should be replaced with evidence-informed practice, and which of the two concepts better facilitate the effective and consistent application of evidence into healthcare practice. Objectives: The primary objective of this systematic review was to evaluate and synthesize literature on the effectiveness of evidence-informed practice versus evidence-based practice educational interventions for improving knowledge, attitudes, understanding, and behavior of undergraduate health and social care students toward the application of evidence into practice. Specifically, we planned to answer the following research questions: (1) Is there a difference (i.e., difference in content, outcome) between evidence-informed practice and evidence-based practice educational interventions?; (2) Does participating in evidence-informed practice educational interventions relative to evidence-based practice educational interventions facilitate the application of evidence into practice (as measured by, e.g., self-reports on effective application of evidence into practice)?; (3) Do both evidence-informed practice and evidence-based practice educational interventions targeted at undergraduate health and social care students influence patient outcomes (as measured by, e.g., reduced morbidity and mortality, absence of nosocomial infections)?; and (4) What factors affect the impact of evidence-informed practice and evidence-based practice educational interventions (as measured by, e.g., course content, mode of delivery, multifaceted interventions, standalone intervention)? Search Methods: We utilized a number of search strategies to identify published and unpublished studies: (1) Electronic databases: we searched Academic Search Complete, Academic search premier, AMED, Australian education index, British education index, Campbell systematic reviews, Canada bibliographic database (CBCA Education), CINAHL, Cochrane Library, Database of Abstracts of Reviews on Effectiveness, Dissertation Abstracts International, Education Abstracts, Education complete, Education full text: Wilson, ERIC, Evidence-based program database, JBI database of systematic reviews, Medline, PsycInfo, Pubmed, SciELO (Scientific Electronic Library Online), and Scopus; (2) A web search using search engines such as Google and Google scholar; (3) Grey literature search: we searched OpenGrey (System for Information on Grey Literature in Europe), System for information on Grey Literature, the Society for Research on Educational Effectiveness, and Virginia Henderson Global Nursing e-Repository; (4) Hand searching of journal articles; and (5) Tracking bibliographies of previously retrieved studies. The searches were conducted in June 2019. Selection Criteria: We planned to include both quantitative (including randomized controlled trials, non-randomized controlled trials, quasi-experimental, before and after studies, prospective and retrospective cohort studies) and qualitative primary studies (including, case series, individual case reports, and descriptive cross-sectional studies, focus groups, and interviews, ethnography, phenomenology, and grounded theory), that evaluate and compare the effectiveness of any formal evidence-informed practice educational intervention to evidence-based practice educational intervention. The primary outcomes were evidence-informed practice and evidence-based practice knowledge, attitudes, understanding, and behavior. We planned to include, as participants, undergraduate pre-registration health and social care students from any geographical area. Data Collection and Analysis: Two authors independently screened the search results to assess articles for their eligibility for inclusion. The screening involved an initial screening of the title and abstracts, and subsequently, the full-text of selected articles. Discrepancies were resolved through discussion or consultation with a third author. We found no article eligible for inclusion in this review. Main Results: No studies were found which were eligible for inclusion in this review. We evaluated and excluded 46 full-text articles. This is because none of the 46 studies had evaluated and compared the effectiveness of evidence-informed practice educational interventions with evidence-based practice educational interventions. Out of the 46 articles, 45 had evaluated solely, the effectiveness of evidence-based practice educational interventions and 1 article was on evidence-informed practice educational intervention. Hence, these articles were excluded as they did not meet the inclusion criteria. Authors' Conclusions: There is an urgent need for primary studies evaluating the relative effectiveness of evidence-informed practice and evidence-based practice educational interventions targeted at improving undergraduate healthcare students' competencies regarding the application of evidence into practice. Such studies should be informed by current literature on the concepts (i.e., evidence-informed practice and evidence-based practice) to identify the differences, similarities, as well as appropriate content of the educational interventions. In this way, the actual effect of each of the concepts could be determined and their effectiveness compared.

Educational interventions can help people acquire knowledge of the anatomy of the back, how to lift and carry objects effectively, and potential risk factors of low back pain (Sowah et al., 2018). Health promotion is essential in improving disability, pain, as well as the overall quality of life (Albaladejo et al., 2010). Young adults have not been largely targeted by health promotion programmes (Lee et al., 2017). In fact, most of the educational interventions directed for young adults focused on healthy eating and physical activity (Brown et al., 2015; Floegel et al., 2014). Moreover, lack of adulthood health promotion programmes may limit the success of childhood health education interventions (Allman-Farinelli et al., 2016). To date, there is no consensus on the educational programme for improving knowledge of back health, ergonomics and postural behaviour in University students. Such programmes can vary widely in the literature (Steele et al., 2006). Previous studies in this area may vary in the aims, the ways of delivery, the duration, the intensity and the content of the educational programmes. The objectives of the programmes can include the following: to reduce the prevalence of MSDs (Hoe et al., 2018); to prevent the occurrence of low back pain, to teach acceptable sitting posture, safe lifting techniques, sports injury prevention, to train students to make appropriate and safe decisions regarding the use of their body to prevent the onset of back pain, and to improve their knowledge of back care principles (Steele et al., 2006). Quantitative studies including RCTs, Cluster randomised controlled trials, quasi-randomised control trials (QRCTs) and prospective cohort studies with control groups will be included. Single group designs, retrospective case-control studies and qualitative studies will be excluded.

Over the past three decades, there has been increasing attention on improving healthcare quality, reliability, and ultimately, patient outcomes, through the provision of healthcare that that is influenced by the best available evidence, and devoid of rituals and tradition. The main purpose of this systematic review is to determine the differences and similarities, if any, between evidence-informed practice and evidence-based practice educational interventions; as well as the role each concept plays in the application of evidence into practice. In addition, the present systematic review aims to determine whether the two concepts act together, or individually to facilitate the effective application of evidence into practice. These aims will be achieved by exploring the effectiveness of evidence-informed practice educational interventions versus evidence-based practice educational interventions in improving the knowledge, attitudes, understanding, and behavior required for the effective application of evidence into practice among undergraduate pre-registered health and social care students.

School environment interventions are strongly supported by the World Health Organisation framework for health promoting schools (Barnekow et al., 2006). Indeed school-based education interventions for improving knowledge of back health and postural behaviour have been used in numerous countries worldwide to improve children's and adolescents' knowledge of back health, postural awareness and behaviour (Dugan, 2018). Back health educational programmes aim to decrease the risk of spinal, back and other musculoskeletal problems which may lead to disability and musculoskeletal pain both in the present and in the future (Arghavani et al., 2014; Habybabady et al., 2012; Vidal et al., 2013). Whilst numerous school-based education programmes have been implemented to reduce smoking, decrease alcohol consumption and teenage pregnancies, increase physical activity and healthy eating, and prevent obesity in children and youth, educational programmes teaching children and youth about the importance of back health, posture and ergonomics, together with ways of preventing back pain, have not received as much attention. There is currently no standard school-based educational programme for improving knowledge of back health, ergonomics and postural behaviour of school children. These programmes are designed to support students' academic success in educational establishments. Educational establishments, or schools are broadly defined as institutions dedicated to education. These interventions generally engage school children in some form of active learning that cognitively and physically engages them in learning to improve knowledge, ergonomics and postural behaviour (Dugan, 2018). The programmes described in the literature vary from country to country as well as within countries. The contents of the education back health programmes have included lectures or lectures with actual demonstrations, practical sessions, workshops, individual lessons, class group lessons, curriculum lessons, posters, hands on learning as well as educational modules. These studies have varied in their aims, the teachers teaching the intervention, the duration and intensity of the interventions as well as the content and strategies of the programmes.