Objective: Our study aimed to explore the connections between scientific research capabilities, self-efficacy, and challenging and blocking stressors among nursing undergraduates. The goal was to derive insights that could enhance clinical nursing teaching and collegiate nursing education.
Method: We conducted a cross-sectional study with [number of participants using a nursing undergraduate stressor scale, a general self-efficacy scale (GSES), and a research cognition and behavioural scale developed by our team.
Results: The average research ability score among nursing undergraduates was found to be (28.05 ±3.55), with the average self-efficacy score being (26.64 ±3.54). We found a positive correlation between the scientific research ability and self-efficacy of nursing undergraduates, as well as challenging-blocking stress (P < .05).
Conclusion: Our findings indicate that self-efficacy and stress from challenges significantly impact the ability of nursing undergraduates to conduct scientific research. Therefore, it is vital to promote self-efficacy and cognitive and behavioural capabilities related to scientific research among these students, while also mitigating stressors. These interventions can help nursing undergraduates to better understand their field and their personal potential.