Nursing students’ experiences of undergraduate research projects: a qualitative descriptive study
Duygu Ceren Güngör, Nilay Özkütük, Fatma Orgun, Hüsne Melisa Çubuk, Pelin TetikAbstract
Objectives
This study aimed to explore nursing students’ experiences of the undergraduate research project process, focusing on their motivations, challenges, emotional experiences, and perceived skill development.
Methods
This study employed a qualitative descriptive design. Semi-structured interviews were conducted with 24 senior nursing students. Data were analysed using inductive content analysis supported by MAXQDA22 software. The study was reported in accordance with the Consolidated Criteria for Reporting Qualitative Research (COREQ).
Results
Three themes emerged: 1) Why an undergraduate research project?, 2) The undergraduate research project process, and 3) Completing the undergraduate research project. Students described the undergraduate research project as a transformative learning experience that enhanced research competence, critical thinking, communication, problem-solving, and time management skills. Mentor support was identified as a key facilitator, whereas data collection, time management, and research planning were perceived as major challenges. Participants highlighted the need for preparatory research training, structured mentorship, and stronger institutional support.
Conclusions
The undergraduate research project is a valuable educational experience that promotes academic, professional, and personal development. Undergraduate research experiences may foster research competence, evidence-based practice, critical thinking, and lifelong learning. Strengthening research preparation and mentorship may better equip future nurses to meet the demands of evidence-based healthcare.