Evidence-based practice (EBP) is the use of the best available contemporary research in the management of individual patient care (Sackett et al. 2000). Combined with the personal experience of the healthcare provider, EBP facilitates problem solving that takes into account the patient's preferences and values ​​(Melnyk and Fineout-Overholt 2005). The approach respects the patient as an individual and as a partner in planning and receiving care. EBP aims to reduce the use of ineffective health interventions and encourage clinical decision making based on modern and credible evidence (Stevens 2013). In short, it aspires to achieve the best outcomes for patients, thereby increasing the standard of care that nurses provide to their patients. EBP is a value that underpins nursing practice in Ireland (An Bord Altranais 2000). Furthermore, EBP is an essential component of modern nursing education and nursing students are required to demonstrate evidence-based safe clinical skills to achieve their qualification (An Bord Altranais 2005). An example of using EBP in a clinical setting is obtaining pH aspirates from a nasogastric tube to confirm tube position prior to feeding or drug administration. By verifying gastric placement, the nurse can initiate feedings safely knowing that the tube is not positioned in the respiratory tract or esophagus, reducing the risk of aspiration and possible pneumonia. In this example safe practice is determined by evidence. The selected article was the Swedish research paper by Karlsson, Arman, and Wikblad (2008) published in the International Journal of Nursing Studies. The article followed the research process and used a qualitative phenomenological paradigm that explores... the mid-article interpretive phenomenological study ...... (2014) agreed with the original sample's confidence in their peers' ability to make it. This study used a sample group similar in age profile, gender composition, and disparities in glycemic control to the original study sample; explore the impact of social environments on self-management issues. They also agreed that supportive peers facilitate self-management activities. In contrast, adolescents in Spencer, Cooper, and Milton's (2014) survey outlined experiences in which their diabetes led them to feel different from their peers. Unwanted attention due to independent care practices and administration of injections were two examples of how adolescents felt different. Interestingly, these examples come from the school environment which was not explored in Karlsson, Arman and Wikblad's text (2008)..