Undergraduate Nursing Students' Experiences in Graduation Research Projects: A Descriptive Phenomenological Study

Integrating research into nursing education is critical for evidence-based practice and professional development. However, nursing students often encounter significant challenges when engaging in research, which may hinder their academic and clinical growth. Understanding these experiences is essential for optimizing research training in nursing curricula.

This study explored the lived experiences of nursing students participating in graduation research projects, focusing on their perceived benefits, challenges, and support needs.

A descriptive phenomenological approach was employed, and this study adhered to the Consolidated Criteria for Reporting Qualitative Research (COREQ). Thirty-eight nursing students (15 male, 23 female) from a Saudi Arabian university participated in focus group discussions between February and May 2024. Data were collected using semi-structured interviews, supported by demographic surveys and audio recordings. Colaizzi's descriptive phenomenological method was used for the final analysis.

Four central themes emerged: (1) Skill Development and Academic Growth, (2) Mentorship and Peer Support, (3) Barriers to Success, and (4) Curricular Recommendations. Students valued the acquisition of research competencies and their practical applications in clinical practice. Mentorship, peer support, faculty guidance, and collaborative learning were pivotal in navigating research challenges. Prominent hurdles included time constraints, methodological difficulties, and stress. To alleviate pressure, participants recommended curricular adjustments, including extended project timelines (6-12 months) and earlier exposure to research.

Graduation research projects are transformative yet demanding experiences for nursing students. While they enhance critical thinking and readiness for advanced studies, structural challenges persist. Institutions should implement targeted interventions, such as phased research training and strengthened mentorship, to foster student success. This study provides actionable insights for nursing educators and policymakers to refine research curricula, ensuring students are better prepared for evidence-based practice and future scholarly pursuits.