Assessment of Nursing Faculty Members' Knowledge Toward Research: A Cross-Sectional Study

Background and aim In the context of contributing to healthcare and the well-being of a nation and its communities, nursing research plays a vital role in advancing the discipline of nursing science. Nursing research is essential for improving the quality of nursing care. This study aims to examine the research knowledge level of faculty members at the College of Nursing, University of Raparin, Kurdistan Region, Iraq. Methods We conducted a cross-sectional study involving 43 nursing faculty members at the University of Raparin. The survey was distributed using convenience sampling in April 2024. Statistical analysis was performed using IBM SPSS Statistics for Windows, Version 26.0 (released 2019, IBM Corp., Armonk, NY). Continuous variables were analyzed using mean and standard deviation, while categorical variables were analyzed using frequency and percentage distributions. The association between knowledge scores and demographics was tested using Mann-Whitney, Kruskal-Wallis, Chi-square, and post-hoc tests. Stepwise multiple regression analysis was used to determine the variables that influence the knowledge score. Significance was set at p < 0.05. Results A total of 43 participants were enrolled in this study. The mean age was 32.56 ± 4.75, with 69.8% of participants being male. In terms of educational attainment, 48.8% held master's degrees, 39.5% held bachelor's degrees, and only 11% possessed PhDs. The mean work experience was 5.40 ± 4.04 years, and the mean knowledge score toward research was 3.09 ± 1.97 out of 7. Demographic variables, such as age, marital status, and gender, showed no significant associations with knowledge levels (p > 0.05). However, significant associations were found for education level (p = 0.004) and years of experience (p = 0.011). In the stepwise regression analysis, we observed a significant positive correlation between the level of education and knowledge score (F =10.787, p = 0.002). However, variables, such as age, gender, marital status, years of experience, and participation in research courses, did not demonstrate statistical significance (p-values > 0.05). Conclusion This study highlights a significant lack of research expertise among nursing faculty members, emphasizing the urgent need for targeted interventions and instructional activities in nursing education programs. It is crucial to address this knowledge gap in order to support the professional growth of faculty members and promote the advancement of nursing research and evidence-based practice. Policymakers should also consider implementing mentorship programs that strategically pair less experienced faculty members with seasoned researchers. This initiative aims to cultivate a collaborative learning environment and enhance research skills.

Factors influencing evidence-based practice among undergraduate nursing students: A cross-sectional analysis

Objective

This study aimed to describe the current situation of evidence-based practice (EBP) among undergraduate nursing students in Thailand.

Methods

A cross-sectional study was conducted. A convenience sample of 470 third- and fourth-year undergraduate nursing students from five public universities across Thailand participated in this study from January 2021 to March 2021. All participants were invited to complete a general information questionnaire, and the Student Evidence-Based Practice Questionnaire (S-EBPQ).

Results

The overall mean S-EBPQ score was 5.29 ± 0.71, and the four subscales, from highest to lowest, were attitudes (5.50 ± 0.93), sharing and applying EBP (5.37 ± 0.87), practice (5.18 ± 0.84), and retrieving and reviewing evidence (5.10 ± 0.81). The current situation of S-EBPQ was higher among nursing students who had higher previous EBP studies, familiarity with research methods, confidence in clinical decision-making, preparedness in practice, and access to journals (P < 0.05).

Conclusions

This study's findings provide valuable insights for planning strategies that can be integrated into the existing nursing curricula to enhance nursing undergraduates' EBP application in clinical settings.

Actitud hacia la investigación de estudiantes de enfermería en un contexto de educación a distancia

Introducción: El cierre de instituciones educativas a nivel mundial debido a la pandemia global de COVID-19 dio como resultado una educación a distancia que ha modificado la apreciación y la actitud de los estudiantes universitarios ante ciertos aspectos educativos. Se desconoce si este cambio afecta la actitud hacia la investigación. Objetivo: Analizar la actitud hacia la investigación de los estudiantes de enfermería en un contexto educativo a distancia. Metodología: Estudio descriptivo transversal correlacional, en 376 estudiantes inscritos de todos los años de enfermería de una universidad mexicana, excluyendo estudiantes de otras escuelas, en estancia académica o bajas. Se midieron variables sociodemográficas y el cuestionario actitud hacia la investigación en universitarios, con previa aprobación de un comité de ética y autorización por consentimiento informado. Resultados: Los estudiantes tuvieron una actitud hacia la investigación de mala a regular, 69-71% manifestó que los principales obstáculos para no investigar fueron falta de tiempo y conocimientos, consideraron que hacer investigación fue estresante y tedioso, 96-98% pensaban que saber citar, redactar y organizarse eran las principales habilidades a tomar en cuenta para investigar, con sentido ético y flexibilidad de pensamiento. Los estudiantes mostraron un decremento en la actitud conforme avanzaban de año en la universidad con p<0.05. Conclusiones: La actitud hacia la investigación de los estudiantes de enfermería a distancia, fue de mala a regular, por lo que el presente sienta las bases para futuras intervenciones en las cuales se trate de mejorar la actitud y disposición a la investigación a distancia.

Undergraduate Nursing Students’ Experiences of Conducting Clinical Research Projects in Their Bachelor Theses – a Qualitative Study

Introduction

The aim of educational institutions in the field of nursing is to educate nurses with the competences to provide high-quality care to their patients, meaning that students need to learn about evidence-based practice and how to translate the knowledge, skills, competency, beliefs, attitudes, and behaviours into daily practice. The bachelor thesis is the ultimate test for undergraduate nursing students to present what they have learned.

Objective

The aim of this study was to explore undergraduate nursing students’ experiences of conducting clinical projects in their bachelor theses.

Methods

We used qualitative focus-group interviews to gain a deeper understanding of the students’ experiences of conducting clinical projects in their bachelor theses as an approach to learn about evidence-based practice. The analyses focused on meaning according to Brinkmann and Kvale.

Results

Eighteen out of 22 eligible students who had chosen to participate in ongoing clinical research projects and write an academic paper as their bachelor thesis were included in this study. The students were all females and divided into three focus groups. The clinical projects were conducted in a public hospital, a private hospital, nursing homes, or within home-care nursing. The analyses showed that conducting clinical projects in the bachelor thesis provided the students with important knowledge for providing evidence-based care and it. motivated them to want to initiate future clinical projects as nurses., They got valuable hands-on experience for how to conduct research, and made the students aware of the importance of keeping themselves updated on the latest knowledge.

Conclusion

Conducting clinical research projects on a bachelor level provide undergraduate nursing students with important knowledge of how to provide evidence-based nursing care to their patients. Learning how to conduct clinical research projects is also important for motivating future nurses to initiate research aiming to improve clinical nursing practice.

Development of the Scientific Research Competency Scale for nurses

BACKGROUND

The planning, implementation, finalisation and reporting of high-quality research depends on the knowledge, skills and competencies of the many individuals who make carrying out the research possible.

AIMS

This study aims to develop a valid and reliable scale in order to identify the scientific research competencies of nursing professionals at undergraduate and graduate level.

METHODS

This methodological study was carried out on 937 nursing personnel, 422 (45%) of whom were academic members and 515 (55%) were undergraduate students. The Anxiety Scale Towards Research and the Attitude Scale Towards Scientific Research were used for the criterion validity.

RESULTS

The Scientific Research Competency Scale comprises 57 items in four sub-dimensions named as 'technical skills', 'attitude and behaviours', 'estimation capacity' and 'foreign language skill'. The Cronbach alpha, Guttmann split-half and Spearman Brown reliability coefficients for the scientific research competency scale were, respectively, 0.98, 0.96 and 0.96. The sensitivity and specificity value, by which the research competency of individuals could be determined with minimum error, was indicated to be at 190 breakpoints of the scientific research competency scale.

CONCLUSIONS

As a result, the scientific research competency scale developed is a valid and reliable tool that can be used to determine the scientific research competencies of nursing professionals.

Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students

Background

Integrating evidence-based practice (EBP) into the daily practice of healthcare professionals has the potential to improve the practice environment as well as patient outcomes. It is essential for nurses to build their body of knowledge, standardize practice, and improve patient outcomes. This study aims to explore nursing students’ beliefs and implementations of EBP, to examine the differences in students’ beliefs and implementations by prior training of EBP, and to examine the relationship between the same.

Methods

A cross-sectional survey design was used with a convenience sample of 241 nursing students from two public universities. Students were asked to answer the questions in the Evidence-Based Practice Belief and Implementation scales.

Results

This study revealed that the students reported a mean total belief score of 54.32 out of 80 (SD = 13.63). However, they reported a much lower implementation score of 25.34 out of 72 (SD = 12.37). Students who received EBP training reported significantly higher total belief and implementation scores than those who did not. Finally, there was no significant relationship between belief and implementation scores (p > .05).

Conclusion

To advance nursing science, enhance practice for future nurses, and improve patient outcomes, it is critical to teach nursing students not only the value of evidence-based knowledge, but also how to access this knowledge, appraise it, and apply it correctly as needed.

In what ways does online teaching create a positive attitude towards research in nursing students studying a first year evidence-based practice undergraduate subject online?

Nursing research teaching is seen as central to nurse education and practice, but the impact of exposure to research teaching on students' attitudes towards research remains unclear. The aims of this study were to explore the attitudes towards research of undergraduate nursing students, before and after exposure to research teaching online. A further aim of this study was to better understand students' attitudes towards research, to inform future teaching strategies. This descriptive quasi-experimental study used pre-semester and post-semester data collected by means of an online questionnaire. The Attitudes Towards Nursing Research Scale measured student attitudes via 18 Likert items that assessed four domains: Research Abilities, Usefulness of Research, Personal Interest in Research and Using Research in Clinical Practice. There were no statistically significant changes in the overall Attitude Towards Research Scale. Individual item analysis did show statistically significant changes in two items: Understanding of research terminology increased (p = 0.001), but Intention to conduct research decreased (p = 0.035). This study generated evidence on attitudes of nursing students toward research before and after their exposure to a research subject. Research teaching online may be insufficient to effect a change in student nurses' attitudes towards research. SUMMARY OF RELEVANCE: Issue: Research is a foundational topic in undergraduate nursing curricula, but students often find the topic to be challenging to learn, while academics find it challenging to engage students in learning about research.What is Already Known: A validated instrument, Attitudes Towards Research, can be used to ascertain if teaching affects attitudes.What this Paper Adds: Overall attitudes of first year, second semester students did not change after experiencing a semester long introductory research subject. However, two item statements did show a statistically significant change, in disparate directions. Understanding of Research Terminology increased, while Intention to Conduct Research decreased.

Nursing students' attitudes toward research: An integrative review

OBJECTIVE

This paper describes the state of the science related to undergraduate nursing students' attitudes toward research.

DESIGN

The updated integrative review method was used to systematically examine the published nursing literature about students' attitudes toward nursing research.

DATA SOURCES

Data sources for this review included: the Cumulative Index of Nursing and Allied Health Literature, PubMed, and Education Resources Information Center databases.

REVIEW METHODS

Database searches identified 207 articles. Abstracts were screened for relevance, and, if appropriate, the full article was obtained and reviewed. Ancestral searches of reference lists yielded an additional 29 articles, thus a total of 236 articles were screened for this review.

RESULTS

This comprehensive screening process yielded a total of 11 quantitative, 2 qualitative, and 2 mixed method studies about undergraduate nursing students' attitudes toward research.

CONCLUSIONS

Nursing students have generally positive attitudes toward research and see the value of research to professional nursing practice. Engaging in a research course or other active research-related activity improves attitudes toward nursing research. More rigorous study is warranted to determine best teaching/learning strategies to enhance students' perceptions of research. Future research is also needed to gain a better understanding of the demographic, academic, and program factors that affect nursing students' attitudes toward nursing research.

Endeavoring to Contextualize Curricula Within an EBP Framework: A Grounded Theory Study

Adopting evidence-based practice (EBP) principles in undergraduate education can facilitate nursing students' appreciation of EBP. Using grounded theory method, this study aimed to explore processes used by nurse academics while integrating EBP concepts in undergraduate nursing curricula across Australian universities. Twenty-three nurse academics were interviewed and nine were observed during teaching of undergraduate students. In addition, 20 unit/subject guides were analyzed using grounded theory approach of data analysis. The theory " On a path to success: Endeavoring to contextualize curricula within an EBP framework" reflects academics' endeavors toward linking EBP concepts to practice, aiming to contextualize curricula in a manner that engages students within an EBP framework. However, academics' journeys were influenced by several contextual factors which require strategies to accomplish their endeavors. In conclusion, initiatives to minimize barriers, faculty development, and provision of resources across educational and clinical settings are fundamental to achieving undergraduate curricula underpinned by EBP concepts.

Awareness and attitudes of Turkish nursing students towards research and development in nursing

BACKGROUND

The research course in nursing is included in almost all nursing curricula in national and international scales.

PURPOSE

To compare awareness and attitudes of Turkish nursing students towards research and development in nursing.

METHODS

This study had descriptive and cross-sectional research design. The research sampling is consisted of 390 senior students studying during the 2013-2014 academic year in six schools of health in six different geographical regions in Turkey. The Personal Identification Form and Nursing Students' Attitudes to and Awareness of Research and Development within Nursing Scale were utilized in data collection.

RESULTS

It was determined that there is difference between awareness and attitude scores of nursing students from six different schools towards research and development in nursing according to their schools and background.

CONCLUSION

It can be suggested that initiatives to increase awareness of students at nursing schools towards research course must be planned.

Impact of high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students

BACKGROUND

High-fidelity simulation (HFS) offers a strategy to facilitate cognitive, affective, and psychomotor outcomes and motivate the new generation of students.

OBJECTIVES

The purpose of this study was to examine the impact of using high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students.

DESIGN

A post-test, quasi-experimental design was used.

SETTINGS

Two private universities in Lebanon were targeted to implement the intervention.

PARTICIPANTS

A convenience sample of 56 nursing students from two private universities in Lebanon were recruited.

METHODS

Data were collected using the Lasater Clinical Judgment Rubric and the Motivated Strategies for Learning questionnaires.

RESULTS

Nursing students exhibited significant improvement in clinical judgment and motivation due to exposure to HFS. There was a significant difference post HFS between the intervention group and the control group in clinical judgment intervention (t=5.23, p<0.001) and motivation for academic achievement (t=-6.71, p<0.001). The intervention group had a higher mean score of clinical judgment (29.5, SD=5.4) than the control group (22.1, SD=5.7) and, similarly, students had higher mean scores of motivation (198.6, SD=10.5) in the intervention group than in the control group (161.6, SD=20). The analysis related to differences between the intervention and control groups in motivation and clinical judgment; controlling for previous experience in health care services, the analysis showed no significant difference (Wilk's lambda =0.77, F=1.09, p=0.374).

CONCLUSION

There is a need for nursing educators to implement HFS in nursing curricula, where its integration can bridge the gap between theoretical knowledge and nursing practice and enhance critical thinking and motivation among nursing students.

Undergraduate nursing students' attitudes and use of research and evidence-based practice - an integrative literature review

AIMS AND OBJECTIVES

This integrative review of the literature addresses undergraduate nursing students' attitudes towards and use of research and evidence-based practice, and factors influencing this. Current use of research and evidence within practice, and the influences and perceptions of students in using these tools in the clinical setting are explored.

BACKGROUND

Evidence-based practice is an increasingly critical aspect of quality health care delivery, with nurses requiring skills in sourcing relevant information to guide the care they provide. Yet, barriers to engaging in evidence-based practice remain. To increase nurses' use of evidence-based practice within healthcare settings, the concepts and skills required must be introduced early in their career. To date, however, there is little evidence to show if and how this inclusion makes a difference.

DESIGN

Integrative literature review.

METHODS

ProQuest, Summon, Science Direct, Ovid, CIAP, Google scholar and SAGE databases were searched, and Snowball search strategies used. One hundred and eighty-one articles were reviewed. Articles were then discarded for irrelevance. Nine articles discussed student attitudes and utilisation of research and evidence-based practice.

RESULTS

Factors surrounding the attitudes and use of research and evidence-based practice were identified, and included the students' capability beliefs, the students' attitudes, and the attitudes and support capabilities of wards/preceptors.

CONCLUSIONS

Undergraduate nursing students are generally positive toward using research for evidence-based practice, but experience a lack of support and opportunity. These students face cultural and attitudinal disadvantage, and lack confidence to practice independently. Further research and collaboration between educational facilities and clinical settings may improve utilisation.

RELEVANCE TO CLINICAL PRACTICE

This paper adds further discussion to the topic from the perspective of and including influences surrounding undergraduate students and new graduate nurses.

Reliability and validity of the attitude towards research scale for a sample of industrial psychology students

The study investigated the reliability and validity of the Attitudes towards Research Scale for a South African sample. A cross-sectional survey design was used and a convenience sample of postgraduate students in industrial psychology ( N = 185) participated in the study. A biographical scale and the Attitudes towards Research Scale were administered. Confirmatory factor analysis, exploratory factor analysis, correlations and descriptive statistics were used to analyse the data. The results indicated that none of the previously suggested one-factor, five-factor or three-factor structures of the Attitudes towards Research fitted the data well. A revised three-factor structure consisting of positive outlook on research, anxiety and difficulty, and the usefulness of research fitted the data acceptably. Students in this sample displayed positive attitudes towards research, regarded it as beneficial to them in their profession, but deemed it to be somewhat difficult and displayed moderate levels of anxiety about it.

Undergraduate Nursing Students’ Research Activities and Utilization: A Turkish Sample

Objetivo: analizar el estado de la investigación en salud en Colombia, Ecuador y en Latinoamérica; sus implicaciones, la importancia de esta para tratar de impactar en políticas y estrategias de salud que mejoren el nivel de vida de las poblaciones y los asentamientos urbanos. Método: se realizó una revisión de la literatura en las bases de datos latinoamericanas Scielo, Redalyc, Bireme y Pubmed en los últimos 8 años. Resultados: se evidencia la trascendencia de las universidades como instituciones, que tienen la obligación de influir en lo social, lo humano y lo cultural, y transformen en entornos ligados a programas sociales y de gobierno en pro de una comunidad. Igualmente, se hace un análisis de las políticas de investigación, de organismos rectores y sus implicaciones en las instituciones formadoras de recurso humano a nivel superior. Conclusiones: es necesario fortalecer la reflexión crítica en los espacios académicos comprometidos con la transformación de las condiciones colectivas de la comunidad en los procesos de salud, enfermedad, promoción, prevención y atención, que tocan los hilos de la conciencia, afirmando que el individuo y la colectividad son responsables de “cuidar su salud”, mediante el abordaje transdisciplinario, teniendo en cuenta la normatividad ética que rige las investigaciones; fortaleciéndola mediante la consolidación de redes, divulgando los hallazgos.