Abstract
Background: The integration of research into nursing practice is fundamental for advancing evidence-based healthcare. This study examines the factors influencing Saudi nursing students' attitudes toward evidence-based research. Methods: A cross-sectional survey was conducted among nursing students in Saudi Arabia from September 2023 to January 2024. Data were collected via an online questionnaire, which included demographic details and the attitudes toward research (ATR) scale. Statistical analyses employed descriptive and inferential statistics. Results: Of the 603 participants, 56.72% were male, predominantly aged 21-25 years (65.67%), and 76.12% attended public institutions. Most were pursuing a B.Sc. in nursing (85.07%). The overall mean score of the ATR scale was 3.13 ± 0.51 out of 5, indicating a moderately positive attitude level among the students. A significant negative correlation was found between research usefulness and research anxiety (r = -0.4, p < 0.001), and a strong positive correlation existed between research usefulness and positive ATR (r = 0.73, p < 0.001). Research anxiety was negatively correlated with positive ATR (r = -0.49, p < 0.001). Additionally, research difficulty was significantly correlated with both research anxiety (r = 0.78, p < 0.001) and positive ATR (r = -0.48, p < 0.001). Notably, a statistically significant association was observed between the type of institute and the overall mean score, with students from public institutes scoring higher than those from private institutes. Linear regression analysis further confirmed that the type of institute was a significant predictor of overall ATR. Conclusion: The study revealed a moderately positive attitude among students toward the utility of evidence-based research in their profession while highlighting concerns in areas such as research anxiety and difficulty. Compared with their private institute counterparts, students from public institutes displayed more favorable attitudes, indicating a need for educational policymakers to address disparities in research education. Addressing research anxiety and perceived difficulty through curriculum design and teaching methods could foster more positive ATR among nursing students, contributing to the advancement of evidence-based practices in nursing care.