Research competence and its multidimensional correlates among nursing undergraduates: A network analysis

Research competence is crucial for evidence-based practice; however, the complex interplay between research competence and its multidimensional correlates remains insufficiently understood among nursing undergraduates.

To investigate the network structure of research competence and its associations with critical thinking, research attitude, self-directed learning, and information literacy among nursing undergraduates.

A cross-sectional study was conducted with 2537 nursing undergraduates using a cluster sampling from two medical universities in Southwest China. Research competence and its multidimensional correlates were measured. An EBICglasso network based on Spearman correlations identified central and bridge nodes, with accuracy and stability evaluated by bootstrapping. Networks stratified by research participation were examined using mixed graphical modeling and compared with the permutation-based Network Comparison Test.

The estimated network contained 190 non-zero edges. Literature Retrieval Ability (Strength = 2.42) and Research Design Ability (Strength = 2.32) emerged as the most central nodes. Literature Retrieval Ability (Bridge Strength = 1.46) and Research Design Ability (Bridge Strength = 1.36) were identified as the strongest bridge nodes connecting information literacy and critical thinking to research competence. Research experience was associated with significant differences in network structure and global strength (diff = 3.75, p < 0.001). Students with research experience exhibited a denser and more cohesive network.

Literature Retrieval Ability and Research Design Ability appeared to be the most structurally important dimensions in the research competence network of nursing undergraduates. These findings may help inform the design of undergraduate research training by highlighting competencies that appear to be structurally important within the network. In addition, research experience was associated with a more integrated and cohesive competence structure, suggesting that structured opportunities for undergraduate research engagement may warrant further attention in educational practice and future research.