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.