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Nursing students' attitudes toward research: An integrative review

Jennifer Gunberg Ross, Sherry A. Burrell

PII: S0260-6917(19)30308-9
DOI: https://doi.org/10.1016/j.nedt.2019.08.006
Reference: YNEDT 4188

To appear in: Nurse Education Today

Received date: 23 February 2019

Revised date: 6 June 2019
Accepted date: 4 August 2019

Please cite this article as: J.G. Ross and S.A. Burrell, Nursing students' attitudes toward
research: An integrative review, Nurse Education Today(2019), https://doi.org/10.1016/
j.nedt.2019.08.006

This is a PDF file of an article that has undergone enhancements after acceptance, such
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© 2019 Published by Elsevier.

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NURSING STUDENTS’ ATTITUDES TOWARD RESEARCH:

AN INTEGRATIVE REVIEW

Jennifer Gunberg Ross, PhD, RN, CNE

Assistant Professor
Villanova University, M. Louise Fitzpatrick College of Nursing
800 Lancaster Ave.
Villanova, PA 19085
610-519-6817

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[email protected]

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Sherry A. Burrell, PhD, RN, CNE
Assistant Professor

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Villanova University, M. Louise Fitzpatrick College of Nursing
800 Lancaster Ave.
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Villanova, PA 19085
610-519-4921
[email protected]
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Abstract

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.

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Review Methods: Database searches identified 207 articles. Abstracts were screened for

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relevance, and, if appropriate, the full article was obtained and reviewed. Ancestral searches of

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reference lists yielded an additional 29 articles, thus a total of 236 articles were screened for this
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review.

Results: This comprehensive screening process yielded a total of 11 quantitative, 2 qualitative,

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and 2 mixed method studies about undergraduate nursing students’ attitudes toward research.
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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
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research-related activity improves attitudes toward nursing research. More rigorous study is
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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.

Keywords: nursing students, undergraduate, education, attitudes, and research.

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Introduction and Background

The evidence-based practice (EBP) movement in healthcare evolved from the seminal

work of medical researchers1 at McMaster University in Ontario, Canada. Their research

changed the culture of medicine from one steeped in tradition to one rooted in the use of

empirical evidence to support clinical practice. Shortly thereafter, the Institute of Medicine2

(IOM) identified a significant gap between healthcare knowledge and patient care that resulted in

an alarming number of preventable medical errors3 in the United States (U.S.). Based upon

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recommendations from international experts, EBP was widely adopted as a strategy to enhance

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patient safety and ensure high-quality clinical outcomes.4,5 Thus, EBP has become the

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cornerstone of contemporary clinical practice for the global healthcare community.

EBP involves the “integration of best research evidence with clinical expertise and
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patient values”6 to ensure safe, high-quality, patient-centered care.4 In order to engage in EBP,
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nurses must not only appreciate research, but also find, critique, synthesize, and apply
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appropriate empirical findings to clinical practice.4,7 By exploring topics and best practices that

are relevant to nursing practice, nursing research creates knowledge, fosters clinical reasoning,
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and supports cost-effective care.8 As such, research is essential for nursing practice to promote
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evidence-based care, patient safety, and high-quality outcomes.7,9,10 Moreover, strong

foundations in research enhance the professional identity and credibility of nursing as a valued

member of the healthcare team.8,9,11

Nurses must understand and have positive attitudes toward research to implement EBP in

clinical practice.4,8,12 Both education about research methodology and positive attitudes toward

research significantly increase nursing students’ application of EBP.13,14 Likewise, students with

negative attitudes toward research do not generate new knowledge or use empirical findings to
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support patient care.8,11 Thus, in order to engage in EBP upon entry to professional practice, it is

essential that nursing students develop positive attitudes toward research during their

undergraduate education.8,9,11,15

The American Association of Colleges of Nursing16 (AACN) identifies evidence-based

patient care as an essential component of baccalaureate nursing education. Moreover, the

International Council of Nurses (ICN) has acknowledged the importance of research within

professional nursing starting with research training in pre-licensure programs.1,17 Although there

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is a documented need to understand nursing students’ attitudes toward research, there remains

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limited evidence10 on this topic. This paper examines the state of the science related to

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undergraduate nursing students’ attitudes toward research.
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Methods

The Whittemore and Knafl’s18 updated integrative review method was used to conduct
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this review of the literature. A comprehensive search of the Cumulative Index of Nursing and
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Allied Health Literature (CINAHL), PubMed, and Education Resources Information Center

(ERIC) electronic databases was conducted to obtain relevant studies related to undergraduate
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nursing students’ attitudes toward nursing research. Key terms used for these searches included:
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students, attitudes, perceptions, research, undergraduate, subjects, nursing, and participation

using the BOOLEAN search terms AND, OR, and NOT to generate the most comprehensive list

of empirical articles available. Database searches were limited to articles published in English;

doctoral dissertations were excluded. No limits were applied for year of publication or methods

to ensure that all available manuscripts were retrieved. Electronic database searches identified

207 articles for initial review.

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Each article’s abstract was screened for relevance, and, if appropriate, the full article was

obtained and reviewed. Next, ancestral searches of reference lists of all relevant articles were

performed. Reference lists were screened for titles that included the key terms; this identified an

additional 29 articles. This comprehensive search process yielded a total of 236 articles for

review. Ultimately, a total of 15 research studies on pre-licensure nursing students’ attitudes

toward research were identified for inclusion in this integrative review: 11 quantitative, 2

qualitative, and 2 mixed methods. An overview of the purpose, sample and design, instruments,

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data collection and data analysis methods, major findings, and limitations for each article is

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detailed in table 1.

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Results
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Methods

Of the eleven quantitative studies included in this review, five used a cross-sectional,
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descriptive/correlational design8,9,10,11,23 and one used a two-group descriptive comparative

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design.26 The remaining five studies used a longitudinal, pre-test/post-test design.4,15,19,20,21

Although some of these studies were identified as using a longitudinal design, none of the
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researchers used a two-group design. Moreover, most researchers used a simple one-group, pre-
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test/post-test design, in which student attitudes were assessed in relation to completion of a

research course;4,20,21 only two researchers examined student attitudes beyond the completion of

a research course.15,19 For example, Swenson and Kleinbaum19 measured student attitudes

toward research immediately before and after a junior-level research course, and again one year

after the course completion. In all quantitative studies, data were collected using self-reported

questionnaires or surveys.
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The two qualitative studies included in this review both collected data from participants

at one point in time either using semi-structured interviews29 or focus groups.30 Brooke et al.30

conducted 10 focus groups for 70 student nurses across the pre-licensure curriculum in both

England and Slovania while Ax and Kincade29 conducted semi-structured interviews with 12

nursing students across the pre-licensure curriculum in England. Both the focus groups and

semi-structured interviews were audiotaped, transcribed, and reviewed for themes.

Of the two mixed-methods studies in this review, one used a cross-sectional, descriptive

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design and one used a one-group, longitudinal, pre-test/post-test design. Owens and Kelly31 did

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not describe data collection and analysis procedures. Pond and Bradshaw12 used a unique

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approach by assessing student attitudes toward research in a clinical course rather than a
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traditional didactic research course. Data were collected using a researcher-developed tool with

Likert-style and open-ended questions at both the beginning and end of the clinical rotation that
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included a participatory exercise involving data collection and analysis.12

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Sample sizes ranged from as few as 12 participants to as many as 612 participants.

Participants in all studies were undergraduate nursing students, the majority of whom were
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baccalaureate students4,8-11,19-21,23,26,31 in their junior4,8,9,19,31 or senior8-10,21,23,26 years.

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Geographical distribution of the participant samples derived from seven countries: six from the

United States,4,12,15,19-21 three from Turkey,10,11,26 two from England,29,30 and one each from Saudi

Arabia,8 Jordan,9 Sweden,23 and Australia.31 All but one study9 had samples that were primarily

female. Five of the studies identified that participants were enrolled in a research course at the

time of the study,4,15,19-21 while in one study participants had already completed a research

course.9 Nine of the samples were recruited from a single institution of higher

education.4,9,11,12,15,19-21,23
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Theoretical frameworks were not identified in 13 of the 15 studies included in this

review. Of the two studies that identified theoretical frameworks, one framework was used to

support the actual study while the other framework was used to support tool development.

Klausmeier and Ripple’s22 Learning and Human Abilities theory purports that attitudes are

learned through experiences and thus was used as a framework to support study design.21

Bandura’s25 Social Cognitive Theory asserts that individuals are more able to perform a skill if

they are confident in their ability, thus this theory was used to guide tool development to

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measure confidence in research and EBP.4

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Several valid and reliable tools to measure nursing students’ attitudes toward research

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have been developed, psychometrically tested, and widely used; including: the Nursing Students’
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Attitudes and Awareness of Research and Development in Nursing,23 the Attitudes toward

Nursing Research Scale,9 and the Attitude toward Nursing Research Questionnaire,19 all of
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which demonstrated at least adequate reliability and validity. The most commonly used tool was
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the Nursing Students’ Attitudes and Awareness of Research and Development in Nursing which

was used in three studies.10,23,26 The Nursing Students’ Attitudes and Awareness of Research and
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Development in Nursing tool was modified for use in students from a tool developed by
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Bjorkstrom and colleagues to explore nurses’ attitudes toward research and development in

nursing.23 The modified tool contained 35 five-point Likert-style questions related to attitudes

about nursing research, demographic data items, and questions related to awareness of

research.23 The modified tool demonstrated excellent overall reliability (α=0.92).23 Two studies

used the Attitudes toward Nursing Research Scale8,9 and two utilized the Attitude toward

Nursing Research Questionnaire.15,19 Additionally, one instrument not specific to nursing, the
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Attitudes Toward Scientific Studies Scale,28 was used in one study.11 Despite these existing

reliable and valid tools, several researchers used self-developed tools.4,12,20,21

Findings

Positive attitudes toward nursing research. Overall, nursing students were found to

have positive attitudes toward research. Six studies reported that nursing students generally had

positive perceptions of, or attitudes toward, research.8,9,11,21,23,30 Additionally, five studies

identified that nursing students demonstrated positive attitudes in relation to a research-related

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intervention.4,12,15,20,21 For example, Slimmer21 found that students had initially positive attitudes

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about nursing research and after intervention demonstrated significant improvements in attitudes

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about the desirability of research (p=0.045) and research-related behaviors (p=0.031). While
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attitudes about the importance of nursing research improved over time, this change was not

statistically significant.21
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Negative attitudes toward nursing research. One study identified that almost half of
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the students had generally negative attitudes toward nursing research, identifying it as boring,

time-consuming, and difficult.31 Similarly, another study discovered that nursing students had
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negative attitudes toward research due to the way research was taught early in the curriculum
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with large class sizes, complex terminology, inadequate training, and insufficient practical

application.29

Factors affecting attitudes toward nursing research. Eleven studies identified various

factors that affected students’ attitudes toward nursing research4,8,10-12,15,19-21,23,26 including:

taking a research course, interest in a particular area of nursing research, application of research

knowledge, student age, year in program, and prior research experience. The most commonly

explored factor was taking a research course. Seven studies found that taking at least one
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research course improved student attitudes toward nursing research;4,8,10,15,19-21 of these, findings

from five of these studies 4,8,10,15,20 were statistically significant. For example, Keib et al.4

reported that baccalaureate nursing students from the U.S. (n=99) demonstrated significant

improvements in perceptions of (p<0.001) and confidence in (p<0.005) research after the

completion of a junior-level research and EBP course.

The second most commonly explored factor was active application of research

knowledge.12,20,21,26 Two studies identified that writing a thesis or research proposal significantly

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improved student attitudes toward research.21,26 For example, Toraman et al.26 found that Turkish

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nursing students who completed a bachelor’s thesis (n=91) had significantly more positive

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attitudes toward research than those who did not complete a thesis (n=89) (p=0.025). Another
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study found that critiquing research studies significantly improved student attitudes toward

research.20 Lastly, one study determined that a participatory exercise, including data collection
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and analysis, significantly improved students’ attitudes toward research.12

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Several studies explored the effect of age and year in program on student

perceptions,8,11,15 but with conflicting results. Unver et al.11 found that older students had more
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positive attitudes toward nursing research; whereas, Halabi8 found that younger students had
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more positive attitudes. Likewise, both junior-level11 and senior-level students8,15 were

identified as having more positive attitudes toward nursing research. Two studies found that an

interest in a particular area of nursing research significantly improved student attitudes.20,23

Champion20 found that a course which included the application of research to student interests

significantly increased positive attitudes toward research, while Bjorkstrom et al.23 found that

subjects whoidentified an interest in a certain research area had significantly more positive

attitudes about nursing research than those who did not, making this the most influential factor
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on research attitudes. Only one study explored prior research experience as a factor and found

that such experience had a significantly positive impact on student perceptions of nursing

research.11

Importance of nursing research to the profession. Another common theme that

emerged from the reviewed studies was that students perceived nursing research as important to

nursing practice.8,9,12,26,29-31 Research and EBP were identified as being important to improve

clinical practice12,29,31 and patient care30 to promote patient safety30 and quality patient

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outcomes.12 Through qualitative analysis, participants in the Brooke et al.30 study identified the

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importance of research and EBP for patient care and safety and the development of the nursing

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profession. They also discussed how research and EBP help nursing students develop
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confidence, knowledge, and empowerment in clinical practice.30 Moreover, students recognized

that research is important for the development of the nursing profession.9,30 However, despite the
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positive perceptions of the role of nursing research in practice, students identified that research is
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difficult to implement in clinical practice due to opposition in the clinical setting by

administrators,29 lack of clinical nurses’ involvement in research,30 and difficulty translating

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learned research skills to the clinical setting.29

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Discussion

Overall, few published studies have explored undergraduate nursing students’ attitudes

toward research. However, recently there has been increased attention to this topic, with one-

third of the available literature published since 2016. This may be a result of the recent global

emphasis on EBP in the nursing profession,4,8,10,11,26 and a recent increase in published reports

describing the psychometric development of instruments to measure this phenomenon.4,9,24,27,28

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Nursing students’ attitudes toward research has international relevance as evidenced by

the fact that only 40% of studies in this review, including only one recent study, emanated from

the U.S.4,12,15,19-21 The majority of research related to nursing students’ attitudes toward research

has originated from the Middle East portion of Asia,8-11,26 Northern Europe,23,29,30 and

Australia.31 Thus, the results from this review represent worldwide perceptions of undergraduate

baccalaureate nursing students. This diversity of research location, along with calls from

international nursing organizations related to research and evidence-based practice in nursing,1,2,7

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signals the importance of this topic to the global nursing community.

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Three valid and reliable tools to assess nursing students’ attitudes toward nursing

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research have been developed, psychometrically tested, and used in the existing literature.9,19,23
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However, despite these existing tools, many researchers continue to use self-developed

instruments to measure this phenomenon.4,12,20,21 Results stemming from studies that use
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instruments that have not been adequately psychometrically tested must be interpreted with
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caution. In addition, the variety of tools used to measure attitudes toward nursing research makes

it difficult to compare results across studies.

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Overall, the literature maintains that pre-licensure nursing students have generally
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positive attitudes toward research;8,9,12,21,23 and appreciate the importance of research for clinical

practice and EBP.26,30,31 Conversely, it must be noted that some researchers reported that

undergraduate students had overall negative attitudes toward research29,31 or did not see the

usefulness of research in clinical practice.29

The effect of several factors on nursing students’ attitudes toward research have been

explored. Nursing students’ attitudes toward research were enhanced after participating in a

research or EBP course or other research-related learning activity such as writing a thesis or
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participating in data collection and analysis.4,8-10,12,20,21,26 Additionally, prior research

experience,11 engagement in research activities,11 and interest in a specific research area23 have

positive effects on undergraduate nursing students’ attitudes toward research. Interestingly, there

is conflicting evidence about how age and level in the nursing program affect students’ attitudes

toward nursing research. 8,11,15 Despite the positive effect of various factors on undergraduate

nursing students’ attitudes toward nursing research, the literature does not provide support for

best practice in pre-licensure nursing research education because these varied teaching strategies

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have been evaluated in isolation without comparison or consensus. Even without support for

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best practices in pre-licensure nursing research education, most authors recommended research

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integration throughout the pre-licensure nursing curriculum4,8,9,10,12,15,30 to support understanding
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and application of research, and an appreciation for the role of research in nursing practice. Due

to the limited and conflicting data, more research is needed to determine how student and
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academic factors affect nursing students’ attitudes toward research.

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Most of the available research related to undergraduate nursing students’ attitudes toward

nursing research has significant limitations including the use of one-group designs, convenience
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samples from single sites, and lack of theoretical support. The one-group designs threaten
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internal validity, therefore results from these studies must be interpreted with caution. The use

of convenience sampling techniques from a single institution limits generalizability. Theoretical

support of research studies is important to support the study design and hypotheses because the

theory helps to define and explain the phenomenon of interest.

Future Research

Based on this literature review, recommendations for future research related to nursing

student attitudes toward research include: using appropriate theoretical frameworks; using
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psychometrically sound instruments; exploring demographic, academic, and program factors that

affect students’ attitudes toward nursing research; and testing the effects of various

teaching/learning strategies on students’ attitudes toward research, using a longitudinal approach

with a two-group design. Moreover, nursing education research must explore best practices for

research education integration into pre-licensure nursing education.

Strengths and Limitations

To our knowledge, this is the first integrative review to examine baccalaureate nursing

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students’ attitudes toward research. As such, this review provides valuable insight into students’

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attitudes and factors that influence attitudes related to nursing research. To enhance the rigor of

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this review, the updated integrative review method as described by Whittemore & Knafl18 was
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used. Another strength of this review was that no limitations for study inclusion were applied for

research design, study location, or year of publication to provide the most representative view of
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this phenomenon and to enhance generalizability of the findings.

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However, there are some limitations to this review that must be acknowledged. Despite

using a comprehensive search process, database searches were limited to articles published in the
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English language in CINAHL, PubMed, and ERIC. Furthermore, doctoral dissertations, articles
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published in a language other than English, and review articles were not included. Thus, it is

possible that some studies on undergraduate nursing students’ attitudes toward research may

have been unintentionally excluded from this review.

Conclusions

Recent renewed interest in EBP has resulted in a notable increase in nursing studies

published about student attitudes toward research within the last few years. Findings from this

literature review suggest that nursing students have generally positive attitudes toward research
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and appreciate the value of research to support professional nursing practice. Several factors:

taking a research course, interest in a particular area of nursing research, application of research

knowledge, student age, year in program, and prior research experience, were found to be

associated with significantly improved undergraduate nursing students’ attitudes toward nursing

research. However, there is conflicting evidence on how age and program year affect students’

attitudes toward research. Future research should be supported by appropriate theoretical

frameworks, utilize psychometrically sound instruments, and use two-group, longitudinal designs

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to determine the effectiveness of teaching strategies on students’ attitudes toward nursing

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research. Overall, more rigorous study of this topic is warranted to determine best practices.

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Also, research is needed to examine demographic, program, and academic factors that affect

nursing students’ attitudes toward nursing research.

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Table 1: Summary of Studies on Student’s Perceptions of and Attitudes of Research

Study Countr Purpose Sample & Design Instruments, Major Limitations
Citation y of Data Collection, Findings
Origin & Data Analysis
Ax, S. & England To Qualitative, Cross- Semi-structured Students felt Retrospective
Kincade, E. investigate sectional interviews that research interviews
(2001) nursing improved which may
students’ N = 12. Full-time Data Analysis: clinical have affected
perceptions nursing students at Thematic practice, but participants
about the varying stages of their that memory and
usefulness of studies with most implementing result in recall
research, students having change in bias.
barriers to completed a research clinical Potential for
implementin course. (Mostly female practice based socially
g research, (n=8) with a mean age upon research desirability
and of 31 [22-42] years old). was limited bias in

of
satisfaction because of the participant
with research opposition interviews with
training in others, previous

ro
the usually faculty.
undergraduat superiors No mention of
e nursing (e.g., the researchers
program.

-p physicians
and nurse
managers).
achieving data
saturation
during
thematic
re
Students analysis or
thought that checking with
the skills they participant
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learned could ensure

not be accuracy of
translated into researchers’
clinical interpretation
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practice; of participant
however, responses.
these students
reported an
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improved
ability to read
and evaluate
research.
Jo

Overall the
students had
negative
opinions of
research
training (e.g.,
introduced to
early in
curriculum,
lack of
practical
application of
course
content; no
enough
training on
how to
critique a
research
 Journal Pre-proof

article; course
language too
advanced; and
class size too
large).

Björkström, Sweden To examine Quantitative, Cross- Three-part, Most nursing In this sample
M. E., factors that sectional revised students in the of nursing
Johansson, I. may Descriptive / questionnaire study had students, the
S., Hamrin, influence Correlational originally overall internal
E. K., & nursing developed by positive reliability of
Athlin, E. E. students’ N = 155. Senior Björkström & attitudes the entire
(2003) attitudes and baccalaureate nursing Hamrin (2001) towards revised survey
awareness of students (135 female, consisting of nursing for nursing
research and mostly between 20 to 29 demographic research and students was
development. years old). data, attitude development. excellent (α
scale, and =0.92);

of
research Interest in a however, 3 of
awareness. particular area the 7 factors
This survey was of research in (subscales)

ro
originally nursing lead demonstrated
developed to to Cronbach
assess significantly alphas were
perceptions of more positive less than 0.70.

-p research in
Swedish nurses.
Internal
attitudes
towards
research in
Sample largely
consisting of
female nursing
re
consistency was nursing. students and
adequate for all the use of
subscales (α = convenience
lP

0.70-0.84), sampling
except the techniques
developing from one
resources institution
na

subscale reduces the

(α=0.60). generalizability
Data Analysis: of findings.
Mann-Whitney u- The
test, and one-way researchers
ur

analysis of excluded of
variance data from two
(ANOVA). classes because
Jo

of response
rates less than
50%, which
may have
affected
findings.
Brooke, J., England To explore Qualitative, Cross- Focus groups Students Potential for
Havlič- and student sectional believed that socially
Touzery, S., Slovenia nurses’ Phenomenology Data Analysis: research and desirability
Skela-Savič, perceptions Phenomenologica evidence- bias in
B. (2015) on the N = 70. Full-time l Analysis based practice participant
importance nursing students (EBP) are responses
of research participated in 10 focus vital for during focus
and groups – 7 in England patient care, groups with
evidence- and 3 in Slovenia. safety, and faculty.
based advancement No mention of
practice. of the techniques to
development reduce
of the nursing potential
profession. interviewer
 Journal Pre-proof

bias during
Students focus groups;
stated achieving
research and saturation with
EBP, while participant
daunting and responses;
difficult to member
understand, checking with
provided participant to
nursing ensure accurate
students with interpretation
confidence, of responses.
knowledge,
and
empowerment
.

of
Students
perceived an
overall lack of

ro
clinical
nurses’
involvement
in research.

Champion,
V. (1988)
U.S.A. To determine
the effect of
Quantitative,
Longitudinal
-p Attitude’s
Assessment Scale
Students had
significantly
One-group
design / lack of
re
five teaching One Group, Pre / Post – (Champion, better a comparison
strategies on Test 1988). Internal attitudes group.
nursing reliability (α = towards Use of
lP

students’ N = 264. All 0.88 to 0.90) research after convenience

attitudes participants were administrated completing a sampling
toward baccalaureate nursing before and after research techniques
research. students enrolled in a the completion of course using from one
na

Five teaching research course. a research course. the five institution

strategies Data Analysis: teaching reduces the
included: Paired t-tests strategies. generalizability
enthusiastic of findings.
teaching No
ur

style; role demographic

modeling; information on
citing subjects
Jo

examples of detailed in
clinical report, which
nursing limits the
research; generalizability
application of of findings.
research to Potential for
student social
interest; and desirability
critiquing of bias.
nursing
research.
Gerçek, E., Turkey To compare Quantitative, Cross- Nursing There were Homogenous
Okursoy, A., the sectional, Descriptive / Students' significant sample largely
& Dal, N. A. awareness of Correlational Attitudes to and differences consisting of
(2016) and attitudes Awareness of among females less
towards N = 390. Senior Research and participants’ than 22 year
research and baccalaureate nursing Development attitudes old which
development students – largely Within Nursing towards limits
in nursing consisting of female Scale – Turkish research and generalizability
among students (70%) and Version (Temel development .
 Journal Pre-proof

nursing students under the age et al., 2010). among the six
students of 22 years old (70%). Internal schools.
enrolled in consistency α =
six different Participants were 0.92 for the total The number
universities recruited using random scale and of research
in six sampling techniques Cronbach alphas credits and
different from six schools in six ranged from 0.73 inclusion of
regions different geographic to 0.80 for the certain topics,
throughout regions in Turkey. subscales. including
Turkey. research
Data Analysis: techniques,
ANOVA publishing
principles,
and academic
writing skills
were
significantly

of
associated
with
improved

ro
attitudes
towards
research.

Halabi, J. O.
(2016)
Saudi
Arabia
To
investigate
attitudes of
Quantitative, Cross-
sectional
Descriptive /
-p Attitudes towards
nursing research
(Halabi &
Most nursing
students in the
study had
Use of
convenience
sampling to
re
Saudi nursing Correlational Hamdan- overall recruit
students Mansour, 2010). positive participants,
toward N = 244. Female, senior Internal attitudes which limits
lP

research and and junior baccalaureate Consistency α = towards the

the students in traditional or 0.74 for the total nursing generalizability
demographic accelerated nursing scale and α = research, of findings.
and programs with a mean 0.64–0.76 for especially
na

educational age of 23 (19- 30) years subscales. towards

characteristic old. usefulness of
s that affect In this study, the research.
nursing overall reliability
students’ was α = 0.83, and Younger,
ur

attitudes the subscales traditional

towards reliability ranged students who
research. from α = 0.70 to had taken a
Jo

α = 0.83. research
course was
Data Analysis: t- positively
tests, bivariate related to
analysis, multiple research
regression, and attitudes.
Pearson
correlation Positive
coefficients. attitudes do
not correlate
to utilization
of research.

Halabi, J. O. Jordan To examine Quantitative, Cross- Attitudes towards Nursing Sample largely
& Hamdan- Jordanian sectional nursing research students had a consisting of
Mansour, A. nursing Descriptive / (Halabi & positive male nursing
(2010) students’ Correlational Hamdan- overall students and
attitudes Mansour, 2010). attitude the use of
toward Internal toward convenience
Consistency α = nursing sampling
 Journal Pre-proof

nursing N = 612. Junior and 0.74 for the total research, techniques
research. senior baccalaureate scale and α = believed it has from one
students who had 0.64–0.76 for a role in institution
completed a nursing subscales. developing reduces the
research course, of the nursing generalizability
whom the majority were In this study, the profession, of findings.
males (51%) with a overall reliability and expressed Inadequate
mean age of 20.5 (20- was α = 0.74, and willingness to internal
21) years old. the subscales conduct consistency for
reliability ranged research in the research
from α = 0.63 to clinical abilities
α = 0.76. settings. subscale.
Lowest scores Potential for
Data Analysis: were related social
Mann-Whitney to students’ desirability
U, and chi-square attitudes to bias.
their own

of
research
abilities.
Harrison, L. U.S.A. To determine Quantitative, Attitudes Nursing Use of a one-

ro
L., Lowery, the effect of a Longitudinal Towards Nursing students had group design /
B., & Bailey, research One Group, Pre / Post- Research significantly lack of a
P. (1991) course on Test Questionnaire more positive comparison
baccalaureate (Swenson & attitudes group.
nursing
students’
knowledge course.
-p
N = 54 Nursing students
enrolled in a research
Kleinbaum,
1984). Internal
consistency α =
toward
research at the
end of the
Limited
information
was provided
re
about and 0.76–0.88 the nursing about the
attitudes total instrument. program students’
toward In this sample, α when demographic
lP

research. = 0.83–0.85 for compared to information as

total scale. the beginning well as
of the information
The attitudes research about the
na

instrument was course. research

administered at Knowledge course.
the beginning of scores were Poor post-test
a research course higher after completion rate
(pre) and at the completion of of 47%
ur

end of the a research percent, which

nursing program course when may have
(post 2) only. compared to resulted in
Jo

both at the attrition bias.

Data Analysis: beginning of Potential for
Analysis of the course and social
variance, Tukey at the end of desirability
Honestly the nursing bias.
Significant program.
Difference, and
paired t-tests.

Keib, C. N., U.S.A. To evaluate Quantitative, Confidence in Students’ Threat to

Cailor, S. C., changes in Longitudinal Research and perceptions internal
Kiersma, M. nursing One Group, Pre / Post- Evidence-Based and attitudes validity due to
C., & Chen, students’ Test Practice Survey about EBP the one-group
A. M. (2017) perceptions (Keib et al., and research design.
of, N = 99. Junior 2017). Internal significantly Sample largely
confidence baccalaureate nursing Consistency α = improved at consisting of
in, interest in students enrolled in a 0.92 for the total the end of the White, female
participating research course, of scale and α = research nursing
in research whom most were 20 course. students and
 Journal Pre-proof

and years old (67%), female 0.76–0.95 for the use of

evidence- (98%), and Caucasian subscales. Research convenience
based (93%). 47% had course had a sampling
practice. previous research The instrument small impact techniques
experience. was administered on students’ from one
at the beginning interest in institution
and end of the future reduces the
semester in research generalizability
which students participation. of finding.
completed a Potential for
research and social
evidence-based desirability
practice course. bias.

Data Analysis:
Wilcoxon signed-
rank and Mann-

of
Whitney U-test.

Owens, P. & Australi To determine Mixed Methods, Cross- Unknown. 46% of Limited

ro
Kelly, a nursing sectional, Descriptive Information student information
(1998) students’ about the responses was provided
perceptions N = 26. Third-year questionnaire was indicated a about the study
and attitudes baccalaureate students. not provided. negative sample, data
about nursing
research. -p opinion of
research.
collection
instrument, and
the study
re
88% of methods.
students Small sample
identified size, lack of
lP

research as demographic
valuable to information
clinical about the
practice. sample, and
na

use of
50% of convenience
students did sampling limit
not see the
themselves generalizability
ur

initiating of findings.
research in
the future.
Jo

Pond, E. F. U.S.A. To assess Mixed-methods, Nursing Research Significant Threat to

& Bradshaw, students Longitudinal Attitude positive internal
M. J. (1996) changes in One Group, Pre / Post- Questionnaire change in validity due to
attitudes Test and the Student students’ the one-group
toward Feedback attitude design.
research and Questionnaire towards No information
understandin Nursing students (Pond & research after was provided
g of the participating in a Bradshaw, 1996) clinical on the sample
research maternal-child clinical were rotation. size; sample
process rotation. No sample size administered recruitment;
following a provided. before and after Students sample
participatory the clinical understood characteristics;
exercise rotation. No the value of or
involving psychometric applying psychometric
data testing reported research properties of
collection for either findings to the tool used to
and analysis. instrument. improve collect data in
nursing this study.
practice and
 Journal Pre-proof

Data Analysis: t- patient Potential for

tests outcomes. social
(quantitative) and desirability
method of Students bias.
analysis of open- gained first-
ended responses hand
not reported. knowledge
about nursing
research and
this
participatory
learning led to
developing a
more positive
toward and an
increased
interest in the

of
research
process.

Student’s

ro
Slimmer, L. U.S.A. To determine Quantitative, Pre/Post-test Use of a one-
W. (1992) the effect of a Longitudinal created by the initially had group design /
research One Group, Pre / Post- study’s high positive lack of
theory course Test investigators attitudes comparison
and research
proposal
assignment
N = 17. Senior -p
baccalaureate students
(Slimmer, 1992)
was administered
prior to research
related to the
importance of
nursing
group.
Small sample
size, lack of
re
on nursing enrolled in a research course (pre) and research. demographic
students’ course. after the theory Attitudes information
attitudes portion (post 1) increased about the
lP

toward and application after the sample, and

nursing portion (post 2) theory portion use of
research. of the research of a research convenience
course. Internal course and sampling from
na

reliability for all again after the one institution

subscales was α > application limit the
0.85. portion generalizability
(writing a of findings.
Data Analysis: partial Potential for
ur

Paired t-tests proposal); social

however, desirability
these bias.
Jo

increases
were not
significant.

Student’s
feelings about
behaviors
associated
with nursing
research
increased
significantly
from pre-test
and post-test
1 (theory
portion of the
research
course) and
from pre-test
to post-test 2
 Journal Pre-proof

(application
portion of the
research
course).

Student’s
beliefs about
the
desirability of
nursing
research
increased
overtime;
however a
significant
increase was
only observed

of
between pre-
test and post-
test 1.

ro
Swenson, I. U.S.A. To determine Quantitative, Attitudes Overall, Use of a one-
& changes in Longitudinal Towards Nursing students’ group design /
Kleinbaum, attitudes One Group, Pre / Post- Research attitudes lack of a
A. (1984) toward
research
during a
Test

N = 179. Junior
-p Questionnaire
(Swenson &
Kleinbaum,
towards
research did
not
comparison
group.
Potential for
re
baccalaureate traditional baccalaureate 1984). Internal significantly social
nursing nursing students (n = consistency for improve after desirability
program. 150) and RN to BSN this sample the research bias and
lP

students (n = 29) included: total course (post- attrition bias

enrolled in a research instrument α = 1) or at one (38% response
course. 0.76 - 0.88 and year after rate at post-test
all subscales α = completion of 2).
na

0.73 - 0.84. the research Potential for

course (post- analytical bias
Data collected 2). related to the
before and after lack of
the completion of Significant identifying
ur

a research course improvement information on

(post-1) and one- in confidence individual
year after the related to cases which
Jo

completion of the understanding precluded the

research course research use of the most
(post-2). terminology appropriate
and statistical
Data Analysis: evaluating analysis.
Standard t-test adequacy of Lack of
with a level of research demographic
significance set at studies after information
p<0.005. completion of about the
research sample and
course; research
however course, and use
interest in of convenience
research sampling from
decrease after one institution
completion of limit the
the research generalizability
course. of findings.
Toraman, A. Turkey To Quantitative, Cross- Turkish version Statistically Lack of
U., investigate sectional of the three-part significant randomization
 Journal Pre-proof

Hamaratçilar effect of Two Group questionnaire results of group

, G., Tülü, writing a Comparative/ created by suggest that assignments
B., & Erkin, bachelor’s Descriptive Björkström & writing a and no
O. (2017) thesis on Hamrin (2001) thesis in attention to
nursing N = 180. Senior consisting of nursing intervention
students’ baccalaureate students demographic education has fidelity are
attitudes (n=91) who completed a data, attitude a positive threats to
towards thesis and those scale, and influence on internal
research and students who did not research nursing validity.
development complete a thesis awareness scale students’ Limited
in nursing. (n=89) were recruited to (Bayik et al., attitudes description of
participate in this study 2008). Internal toward and sample
from three nursing consistency for awareness of characteristics
schools. the total scale α = research and and
0.89 (subscales development convenience
Majority of participants not reported). in nursing. sampling from
were female with a three schools

of
mean age of 23 (20 to Data Analysis: The majority in one region
33) years old. All Mann-Whitney of students of Turkey
students had completed U-test who did or limits

ro
a research course. did not write generalizability
a thesis .
agreed
research in

-p nursing is
important.
re
Ünver, S., Turkey To determine Quantitative, Cross- Attitude Scale Junior-level Participants
Semerci, R., the attitudes Sectional towards nursing were largely
Özkan, Z. of nursing Descriptive/Correlation Scientific Studies students, female and
lP

K., & students al by Korkmaz et al. older nursing recruited from

Avcibaşi I. toward (2011). Internal students, and one nursing
(2017) scientific N = 375. Participants consistency for nursing program,
research were largely female each subscale students with which reduces
ranged from α =
na

during all (90.1%) with a mean prior research. the

four years of age of 20 (18-30) years 0.77 to α = experience generalizability
a old recruited from one 0.85. had more of findings.
baccalaureate nursing school in positive
nursing Turkey. Of whom, 34% In this study, attitudes
ur

program. were sophomore internal toward

(second-year) students. consistent for the research.
total scale was α
Jo

= .77 with Older age,

subscales ranging previous
from α = .83 to α research
= .88, experience,
following
Data Analysis: regular
Spearman’s nursing
correlation, broadcasts,
Mann-Whitney and
U-test, and participating
Kruskal-Wallis in scientific
test. activities
were
significantly
influenced
attitudes
toward
research.