Factors influencing undergraduate and newly graduated nursing students’ competence and attitudes toward nursing research: a structural equation modeling analysis

Abstract

Background: Nursing research is integral to advancing evidence-based practice (EBP), providing the foundation for informed decision-making in the nursing profession. Moreover, nurse-led research plays a pivotal role in enhancing patient outcomes, underscoring the importance of cultivating robust research competencies among nursing students. Aim: The study investigated the factors influencing attitudes toward nursing research and their impact on perceived competence in learning nursing research among undergraduate nursing students and newly graduated nursing students. Methods: A cross-sectional research design was employed, utilizing convenience sampling of 309 undergraduate and newly graduated nursing students from various universities and hospitals in Saudi Arabia. The Revised Attitudes Toward Research (R-ATR) and the Perceived Competence Scale (PCS) were employed to assess attitudes and perceived competence. The data were analyzed utilizing IBM SPSS version 27.0 and IBM SPSS AMOS version 24.0, using confirmatory factor analysis and structural equation modeling. Results: Satisfaction with research skills significantly predicted research anxiety, while research participation, satisfaction with research skills, and college support were significant predictors of research usefulness and positive research predispositions. English proficiency level was the only demographic variable impacting nursing students’ perceived competence. Conclusions: The study underscores the intricate interplay between attitudes toward research and perceived competence among undergraduate and newly graduated nursing students. Targeted interventions promoting research skills, active participation, and college support are recommended to foster positive attitudes and competence among nursing students.