Enhancing Research Competencies in University Students Through a Polya-Based STEM Technology Integration Method

This study aimed to analyze the observed variations in the research competencies of first-year nursing students following the implementation of a pedagogical problem-solving strategy based on Polya’s method and integrated with STEM technological resources. The study was conducted within the context of higher education, where strengthening research skills in the early stages of academic training continues to represent a formative challenge. A pre-experimental pretest–posttest design with a single group was employed, involving 69 students enrolled in an introductory research course. The intervention was implemented over 16 weeks and structured according to the four phases of Polya’s method—understanding the problem, planning, execution, and review—while also integrating the use of a STEM educational kit and visual programming tools. The results showed descriptive increases across all evaluated dimensions. The overall mean score increased between the pretest and posttest, revealing statistically significant differences in research competencies (p < 0.001) and a large effect size (r = 0.896). Likewise, significant differences were identified in the dimensions related to research background and objectives, development of research activities, and evaluation of results. In contrast, the dimension concerning problem identification and formulation did not show statistically significant differences, suggesting that this competency may require longer formative processes and greater academic support. Although the results suggest favorable associations between the implemented strategy and the observed variations in research competencies, these findings should be interpreted with caution due to the limitations inherent to the pre-experimental design employed. In this sense, the study provides preliminary evidence regarding the pedagogical potential of integrating problem-solving and STEM technological resources to promote the early development of research competencies in university students in the health sciences.