Akademik Veri Yönetim Sistemi
BMC NURSING, cilt.25, sa.1, 2026 (SCI-Expanded, SSCI, Scopus)
Background The statistical course, which plays an integral role in the curriculum of nursing programs, is often perceived as challenging by students. This may negatively affect students' attitudes and ability to engage in evidence-based practices and scientific research, where statistics are crucial. The purpose of the study was to examine nursing students' attitudes toward statistics (ATS), explore its relationship with attitudes toward evidence-based nursing (EBN) and research anxiety (RA), and identify the factors influencing it. Methods This cross-sectional study was conducted with 288 undergraduate nursing students enrolled in the second, third, and fourth years of a nursing program at a university, using a convenience sampling method. Data were collected using the Nursing Student Characteristics Form, the Survey of Attitudes Towards Statistics (SATS), the Evidence-Based Nursing Attitude Questionnaire (EBNAQ), and the Research Anxiety Scale (RAS). Data were analyzed using descriptive statistics, Pearson correlation analysis, and multiple linear regression analysis. Results The mean scores were 152.15 +/- 29.04 for SATS (range: 36-252) and 48.69 +/- 8.74 for EBNAQ (range: 15-75), with higher scores indicating more positive attitudes, and 30.11 +/- 9.25 for RAS (range: 12-60), with higher scores indicating higher anxiety. ATS showed a moderate positive correlation with attitudes toward EBN (r = 0.402, p = 0.001) and a moderate negative correlation with RA (r = -0.546, p = 0.001). In the multiple linear regression analysis, prior interest in mathematics/statistics, participation in scientific meetings/events, and participation in a training/course on conducting scientific research were positively associated with ATS, whereas perceived difficulty in the statistics course and higher RA were negatively associated with ATS. Conclusions The results underscore the relevance of ATS within nursing education, particularly in relation to EBN and research-related experiences. Educational and experiential factors linked to statistics learning should therefore be taken into account in nursing programs. Collaboration between nursing educators and statistics instructors may help address students' challenges and support a more accessible and student-centered approach to statistics education