Evaluating The Motives And Barriers To Research Engagement Among Bs Nursing Students
https://doi.org/10.5281/zenodo.18344499
Abstract
Background: Research engagement is essential for fostering evidence-based nursing practice; however, participation among nursing students remains suboptimal, particularly in low and middle income countries.
Objective: To evaluate the motives and barriers influencing research engagement among Bachelor of Science (BS) nursing students.
Methods: A quantitative, cross-sectional descriptive study was conducted among 145 BS Nursing students using a validated 42 item questionnaire covering five domains: time management, knowledge and preparedness, resources and support, professional development, and motivation. Data were analyzed using SPSS version 25 with descriptive and bivariate statistics.
Results: Participants were predominantly female (71.7%) and unmarried (95.9%), with a mean age of 22.5 ± 0.18 years. The highest mean score was observed in the knowledge and preparedness domain (4.53 ± 0.53), indicating strong intellectual readiness and positive attitudes toward research. Motivation also scored highly (4.15 ± 0.51). In contrast, available resources and institutional support had the lowest mean score (3.33 ± 0.93), identifying it as the principal barrier, followed by lack of time. Female students showed significantly higher time-management scores than males (p = 0.005). No statistically significant associations were found between most demographic variables and perceived barriers.
Conclusion: BS Nursing students demonstrated high motivation and preparedness for research; however, organizational barriers particularly limited resources and time significantly hinder engagement. Strengthening institutional support and providing protected research time may enhance research participation and evidence-based practice among nursing students.
