Curiosity and scientific research attitudes as predictors of evidence-based nursing attitudes among nursing students

Positive attitudes toward evidence-based nursing (EBN) are essential for preparing nursing students to integrate research evidence into clinical practice. However, the relationships of curiosity and attitudes toward scientific research with EBN attitudes remain unclear.

To examine the relationships between curiosity, attitudes toward scientific research, and attitudes toward evidence-based nursing, and to identify factors independently associated with EBN attitudes among nursing students.

A descriptive cross-sectional study.

A total of 305 undergraduate nursing students at a university in Northern Cyprus.

Data were collected using the Personal Information Form, the Attitude Toward Evidence-Based Nursing Questionnaire, the Curiosity and Exploration Inventory-II, and the Attitudes Toward Scientific Research Scale. Descriptive statistics, Pearson's correlation, and multiple linear regression analyses were performed.

Attitudes toward EBN were positively correlated with curiosity (r = 0.167, p = .003), positive attitudes toward scientific research (r = 0.365, p < .001), and positive attitudes toward researchers (r = 0.528, p < .001), and negatively correlated with reluctance to help researchers (r = -0.408, p < .001) and negative attitudes toward scientific research (r = -0.575, p < .001). The regression model explained 49.5% of the variance in EBN attitudes (R² = 0.495, p < .001). In the adjusted model, curiosity (β = 0.156), positive attitudes toward researchers (β = 0.350), and negative attitudes toward scientific research (β = -0.440) were significantly associated with EBN attitudes, whereas reluctance to help researchers and positive attitudes toward scientific research were not significant.

Curiosity, positive attitudes toward researchers, and negative attitudes toward scientific research were independently associated with nursing students' EBN attitudes, whereas reluctance to help researchers and positive attitudes toward scientific research were not significant in the adjusted model. These findings highlight the relevance of curiosity and research-related attitudes to EBN attitudes among nursing students.