Despite professional requirements, educational research across disciplines, provides limited evidence indicating undergraduate health students, are confident with or intend to use evidence in their clinical practice after graduation. Using Bandura's self-efficacy theory, this research investigated factors influencing undergraduate nursing and paramedicine students' intention to use and their current use of evidence-based practice (EBP). Through development and validation of two multivariate prediction models, the study identified EBP self-efficacy as one important factor necessary for supporting students' intentions to translate EBP into clinical contexts. The research results provide theoretically-based components for curriculum developers when designing strategies to support students' advancement in EBP.