Does attending a structured undergraduate nursing research course affect nursing students’ attitudes toward nursing research? A quasi-experimental study

Abstract

Aim This study investigated the impact of a structured undergraduate nursing research course on Saudi nursing students’ attitudes toward nursing research. Methodology A quasi-experimental pretest-posttest design was used to assess the influence of a 14-week nursing research course at a public Saudi university. Attitudes were measured with a validated questionnaire administered to 62 students before and after the course. A paired t-test was used to evaluate the difference in students’ attitudes toward nursing research. Results Students’ attitudes toward nursing research increased significantly after the course (M = 69.58, SD = 9.91) compared to pre-course levels (M = 66.28, SD = 8.43); t(55) = −2.49, p = 0.01). Notable gains occurred in attitudes toward research skills (p = 0.01) and the use of research in clinical practice (p = 0.007). However, there were no statistically significant differences in personal interest in research or in its perceived usefulness. Male students with lower GPAs demonstrated the largest positive attitude shifts. Conclusion The research course chiefly enhanced attitudes toward research skills and clinical application, without raising interest or perceived usefulness of nursing research among undergraduate nursing students. Educators should use diverse teaching methods to promote students’ interest in and appreciation of nursing research.