Abstract
Method: An introductory BSN research course was redesigned using competency-based education strategies within the foundations of adult learning theory. Competency-based education focused on ethics while adult learning theory emphasized nursing practice applicability and student interest. Students completed course evaluations comparing their research attitudes from the start of the semester to the end.
Results: Of the 331 students, 327 (98.2%) responded to a reflective question at the end of three consecutive semesters. Among them, 25% (n=82) reported a positive shift, selecting “I did not like research at the start of the semester, but I like it now.” An additional 24.6% (n = 80) reported consistently positive perceptions of research throughout the semester, indicating a prior appreciation that was sustained. Meanwhile, 41.8% (n = 136) remained neutral, and 8.9% (n = 29) reported continued negative perceptions. Students demonstrated measurable changes in perception, showing greater appreciation for research's essential role in nursing practice. They reported increased interest in reading, understanding, and evaluating research, plus better recognition of real-world clinical applications. This suggests that the course had a meaningful impact on student attitudes
Conclusion: Combining competency-based education methods with adult learning theory practices in an undergraduate research course improves student engagement, fosters positive research attitudes, and builds evidence-based practice foundations by emphasizing relevance and competency achievement to bridge classroom-clinical gaps.
Notes
References included in attached slide deck.
Sigma Membership
Beta Beta (Houston)
Lead Author Affiliation
Texas Women's University, Denton, Texas, USA
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Faculty Development, Curriculum Development, Baccalaureate Nursing Education, Nursing Students, Student Attitudes, Nursing Research
Recommended Citation
Moore, Brenda and Isik, Elif, "A Curricular Approach to Enhancing Undergraduate Nursing Students’ Attitudes Toward Research" (2026). International Nursing Research Congress (INRC). 39.
https://www.sigmarepository.org/inrc/2026/presentations_2026/39
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-07-23
A Curricular Approach to Enhancing Undergraduate Nursing Students’ Attitudes Toward Research
Toronto, Ontario, Canada
Method: An introductory BSN research course was redesigned using competency-based education strategies within the foundations of adult learning theory. Competency-based education focused on ethics while adult learning theory emphasized nursing practice applicability and student interest. Students completed course evaluations comparing their research attitudes from the start of the semester to the end.
Results: Of the 331 students, 327 (98.2%) responded to a reflective question at the end of three consecutive semesters. Among them, 25% (n=82) reported a positive shift, selecting “I did not like research at the start of the semester, but I like it now.” An additional 24.6% (n = 80) reported consistently positive perceptions of research throughout the semester, indicating a prior appreciation that was sustained. Meanwhile, 41.8% (n = 136) remained neutral, and 8.9% (n = 29) reported continued negative perceptions. Students demonstrated measurable changes in perception, showing greater appreciation for research's essential role in nursing practice. They reported increased interest in reading, understanding, and evaluating research, plus better recognition of real-world clinical applications. This suggests that the course had a meaningful impact on student attitudes
Conclusion: Combining competency-based education methods with adult learning theory practices in an undergraduate research course improves student engagement, fosters positive research attitudes, and builds evidence-based practice foundations by emphasizing relevance and competency achievement to bridge classroom-clinical gaps.
Description
Undergraduate students often view research as academic, abstract, or detached from bedside care. In response, a research course was redesigned using a competency-based education (CBE) approach grounded in Adult Learning Theory (ALT). The results suggest that ALT and CBE can demystify research and promote greater understanding of its relevance to clinical practice, thereby better preparing future nurses to engage in evidence-based research and practice leading to improved patient outcomes.