2026

Finskas, Johanna; Kalve, Heidi; Paija, Tuuli; Juntunen, Jonna; Laaksonen, Camilla; Nikula, Karoliina; Ronkainen, Sanna; Rosio, Riitta; Stolt, Minna; Kangasniemi, Mari

Abstract Background. Nurses’ research competence is necessary for ensuring high-quality evidence- based healthcare. Education in bachelor’s and master’s degree programmes promotes the development of nurses’ research skills, knowledge and attitudes. However, there is limited knowledge about nurses’ perceptions of research competence learning during and between degree levels. Aim. To describe how nurses pursuing a master’s degree perceive their research competence learning during the higher educational pathway. Methods. A qualitative descriptive study design was conducted involving semi-structured focus groups and pair interviews with nurses (n=15) pursuing a master’s degree in Finland in 2025. The data were analyzed using inductive content analysis. Results. For nurses, interest in research competence learning reflected the objective set for the educational level: during bachelor’s studies, the motivation was focused on clinical nursing, and the main reason for learning research methods was to complete a bachelor’s thesis. In master’s education, nurses realised a knowledge gap in their research competence, causing uncertainty but also helping them understand the importance of the research competence learning for evidence-based healthcare. Multiple pedagogical methods were considered to facilitate internalization and promote a deeper understanding of research competence. Conclusions. Research competence learning requires time, effort and motivation from individual nurses, but also support from educational organizations. Educational organizations at both degree levels need to utilize flexible pedagogical methods, support students’ motivation and offer them opportunities to deepen their competence. Future research is needed to assess how research competence learning is supported by curriculum content.