For pediatric nurses, their competence in EBP is critical for providing high-quality care and maximizing patient outcomes. The purpose of this pilot study was to assess and refine a Web-based EBP educational intervention focused on improving EBP beliefs and competence in BSN-prepared pediatric bedside nurses, and to examine the feasibility, acceptability, and usability of implementing such an intervention. Using a two-group randomized controlled experimental embedded mixed methods design, a convenience sample of 29 BSN-prepared nurses were recruited from a pediatric hospital in the Southeastern United States. Participants were randomized into an intervention (n = 14) or attention control group (n - 15) and both received approximately 2 hours of educational content. The intervention group reviewed the Web-based EBP module and the attention control group reviewed a Web-based module on a general topic relevant to pediatric nurses. Quantitative data were collected online from both groups using the "Evidence-Based Practice Beliefs" (EBPB) scale and the adapted "Fresno" test for Pediatric Nurses. Qualitative data about feasibility, acceptability, and usability were collected via telephone interview. Data were collected online utilizing SurveyMonkey© technology with the exception of the adapted Fresno test which was administered to nurses via "CourseSites by Blackboard". Quantitative analyses were conducted using parametric and non-parametric statistics, and effect size calculations. Qualitative data were analyzed using methods described by Creswell and Plano Clark (2011). Results indicated the sample were predominantly White females with a mean age of 36.6 (SD 11.5) years. Demographic characteristics of the two groups were similar. A comparison of the intervention and attention control groups post-intervention indicated there was not a statistically significant difference in the groups on EBP competence. However, the mean of the intervention group was higher and the effect size estimate of Hedges' g was small to borderline medium in magnitude. "EBPB" scale scores post-intervention were statistically significantly different controlling for pre-intervention "EBPB" scale scores, with the intervention group demonstrating statistically significantly more positive beliefs about EBP. The estimated effect size for this difference was also small to borderline medium in magnitude. Participants' interview data supported the intervention as being moderately feasible, acceptable, and usable for improving EBP competence in BSN-prepared pediatric nurses. This study provides preliminary data on Web-based methodologies that can be helpful in improving EBP beliefs and competence among pediatric bedside nurses. Future studies are warranted that examine the relationship of EBP competence and EBP implementation rates using a national sample of pediatric nurses to increase representativeness and generalizability of findings and to validate an evidence-based EBP teaching methodology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]