Alejandro Hernández Díaz, Verónica Díaz Quezada, Monica Illesca Pretty
The findings show that formative research is perceived by care management as a valuable resource for integrating theory and practice, as well as for developing key research skills in nursing students. The main skills acquired include critical thinking, scientific writing, and systematic searching, all of which are fundamental to evidence-based professional practice. However, areas for improvement are mentioned in relation to both methodological training for teachers and institutional commitment to academic publication. This suggests the need for policies and strategies that consolidate research as a cross-cutting theme in nursing education, as it enriches disciplinary knowledge and fosters a virtuous cycle of learning that enables innovation in the profession.
BACKGROUND: Integrating research into the nursing education process stimulates critical thinking and research skills, promoting a more solid understanding of the discipline.
MATERIALS AND METHODS: This study explored nursing students' perceptions of the usefulness of research in their training process. Fourth-year students were involved in two focus groups (six members each), conducted between November and December 2024. Data were analyzed manually using Braun and Clarke's thematic technique. Methodological rigor criteria were applied, and the study was approved by the program's ethics committee.
RESULTS: Thematic analysis identified three main categories: (1) Useful research tools, (2) Development of research skills, and (3) Recommendations for strengthening educational research.
CONCLUSIONS: The findings show that formative research is perceived by care management as a valuable resource for integrating theory and practice, as well as for developing key research skills in nursing students. The main skills acquired include critical thinking, scientific writing, and systematic searching, all of which are fundamental to evidence-based professional practice. However, areas for improvement are mentioned in relation to both methodological training for teachers and institutional commitment to academic publication. This suggests the need for policies and strategies that consolidate research as a cross-cutting theme in nursing education, as it enriches disciplinary knowledge and fosters a virtuous cycle of learning that enables innovation in the profession.