INTRODUCTION:

Research is scholarly inquiry or examination, particularly investigation or experimentation intended at the discovery and interpretation of facts, revision of accepted theories or laws in light of new facts, or practical application of such new or revised theories or laws.¹

Research is a series of steps used to collect and analyse information in order to gain a better understanding of a topic or issue". It consists of three steps: ask a question, collect data to answer the question, and present an answer.²

Research is necessary to determine which treatments work most effective for the patients. It is critical in discovering new treatments and ensuring that existing treatments are used as effectively as possible. Research can provide answers to previously unknown questions, filling knowledge gaps and changing the way healthcare professionals work. Common aims for conducting research studies in healthcare are diagnose diseases and health problems, prevent the development or recurrence of disease and reduce the number of people getting ill, treat illness to improve survival rates or increase the number of people who are cured, improve the quality of life for people living with illness.³

Nursing research develops knowledge about health and the promotion of health over the full lifespan, care of persons with health problems and disabilities, and nursing actions to enhance the individuals' ability to respond effectively to actual or potential health problems. These nursing research foci complement those of biomedical research, which is primarily concerned with disease causes and treatments. Advancements in biomedical research have resulted in increased life expectancies, including life expectancies of those with serious injury and those with chronic or terminal disease. As a result of these biomedical advances, the number of people who require nursing care to live with health problems, such as the frail elderly, chronically ill, and terminally ill, has increased. Nurses conduct a variety of studies in order to develop clinical interventions to help those who require nursing care. The complexities of nursing research, as well as its broad scope, frequently necessitate scientific support from multiple disciplines.⁴

Students' attitudes toward research encourage them to participate in research, develop research skills, and apply research findings in clinical settings to improve patient outcomes. A study conducted by Furaikh et al., (2017) revealed thatpositive attitude towards research was demonstrated by 68% of the nursing students, 61% reported that research plays an important role in professional and personal life, whereas the highest proportion of students (71%) perceived research as a difficult, complicated, stressful subject and 64% reported statistical problems while conducting research.⁵

According to a study conducted by Bhattacharya et al (2016) found that factors that affected nursing students’ attitude towards research included ‘anticipatory anxiety taking a research course’, ‘glad that research course was over’, and ‘research is a boring field’ were significant at the =0.05 level. However, students recognized the usefulness of research to their professional career and indicated the importance of attending their research classes. Study suggested that the selection of teaching methods and the development of content to promote nursing students engagement can make a difference in student’s attitudes toward research and optimize learning outcomes.⁶

As nursing students are the future members of the nursing profession, and for the profession to continue to advance and grow, nursing research must be the foundation of comprehensive, evidence-based clinical practice. This may only happen with more exposure to nursing research. Therefore, it is critical that the future members of the nursing profession be exposed to, develop an appreciation for, and become more involved in nursing research, and thus incorporate its outcomes into the delivery of optimal professional nursing practice.⁷

Nursing diploma or degree programmes include research as a requirement to students' interest in nursing and to provide a better grasp of nursing research. Research-based curriculum facilitates nursing students to critically evaluate a patient's condition and find out the best way to maintain and sustain a patient's optimal health. Students will benefit from research findings because they will be able to provide holistic care in accordance with new and modified health care protocols.⁵

Evidence-based practises (EBPs) are guiding force for nurses to provide better patient care. Nursing practitioners use the skills they learn as students to gather and analyse patient data in order to provide improved nursing care. Decisions based on statistics are scientific and serve as a model for making better decisions.⁸

OBJECTIVES:

1. To assess the attitudetowards research among nursing students.

2. To find out the association between attitude score of nursing students towards research with their selected socio-demographic variables.

Hypothesis (at 0.05 significance level):

H₁- There is significant association between the attitude score ofnursing students towards research with their selected socio-demographic variables.

MATERIALS AND METHOD:

A quantitative, descriptive, online survey research design approach was used to assess the attitude among nursing students towards research. The present study was conducted through online googledoc survey among nursing students in Rajasthan state, India, after obtaining consent from the participants. The sample consisted of nursing students from various nursing colleges of Rajasthan state meeting inclusion criteria and those who were willing to participate in study, as the questionnaire page opens only after willingness for participation in the study. 373 participants included in the study through online random sampling techniques via social media. The tools selected for the present study included socio-demographic variables and modified Attitude Towards Research (ATR)^9,10scale about research. 26attitude statements with five points (1-5) Likert scale were used to assess the attitude level.14 positive and 12 negative statements were included and scoring was reversed for negative statements. Minimum score was 26 and maximum score was 130. Based on total scores obtained, the level of attitude divided into three categories. Those who scored below 50% (65 and less score) were in negative attitude, between 50 – 75% (score between 66 to 99) were in neutral attitude and above 75% (100 and more score) were in positive attitude category. Test retest method was used to establish the reliability of attitude scale¹¹. The reliability coefficient was found to be r = 0.86. This was highly desirable so no modification was made. Prior to tool administration all subjects were explained about the purpose, nature and outcome of the study. Informed consent was taken from the participants and self explanatory tools were administered to participants. Duration of data collection period was from 20-12-2021 to 19-02-2022. The data was analysed using SPSS software 21 version.

RESULTS:

According to age, 239(64.10%) participants were in the age group of 21-25 yrs, 98(26.20%) were in the age group of 26-30 years, 26(7%) were in the age group of more than 30 years, 10(2.7%) were in 20 years and below age group. As per gender majority of participants 59.20% (221) were male while 40.80% (152) were female. Regarding nursing course, around half of the participants 51.2% (191) were studying in B.Sc Nursing IV Year, 37.3% (139) were pursuing certificate course after degree/diploma in nursing, 5.6% (21) were studying in III year of General Nursing and midwifery (GNM) course, 3.5% (13) were studying in M. Sc. Nursing Course and 2.4% (9) were studying in PB B. Sc. Nursing Course. With regard to type of institute, majority of participants 89.5% (334) were pursuing their courses from private institutes, 9.1% (34) from state government institutes, 1.1%(4) from self financed institutes and 0.3%(1) from central government institutes. Regarding how many conference, seminar, webinar attended regarding research, majority of participants 75.10% (280) had not attended any conference, seminar, webinar, 10.7% (40) participants attended only one, 6.4% (24) participants attended two, 2.7% (10) participants attended three, 1.1% (04) participants had attended four, 4% (15) participants attended five and more, conference, seminar, webinar regarding research.

Table: 1. Distribution of sample according to socio demographic variables (n=373)

S. No.

Demographic variables

Freq.

Age

20 Years and below

21-25 years

26-30 Years

More than 30 years

239

2.7%

64.10%

26.20%

Gender

Male

Female

221

152

59.20%

40.80%

Studying in

GNM III Years

B.Sc Nursing IV Years

P.B. B.Sc Nursing

M. Sc. Nursing

Certificate after nursing degree/diploma

191

139

5.6%

51.2%

2.4%

3.5%

37.3%

Institute type

PrivateInstitute

State Govt. Institute

Self financed Institute

Central Government Institute

334

89.5%

9.1%

1.1%

0.3%

How many conference, seminar, webinar attended regarding research

Nil

5 and

280

75.1%

10.7%

6.4%

2.7%

1.1%

Table - 2 Description of samples according to their attitude score in first part of ATR scale related to Research usefulness in the nursing profession (n=373)

I	Research usefulness in the nursing profession	Strongly Disagree/ Disagree	Un-decided	Agree/Strongly Agree
	1. Research is useful for my career	29 (7.9%)	22 (5.9%)	322 (86.4%)
	2. Research is connected to my field of study	30 (8.0%)	20 (5.4%)	323 (86.6%)
	3. Research should be indispensable (essential) in my professional training	31 (8.3%)	24 (6.4%)	318 (85.2%)
	4. Research should be taught to all students	35 (9.4%)	23 (6.2%)	315 (84.4%)
	5. Research is useful to every professional	37 (9.9%)	24 (6.4%)	312 (83.6%)
	6. Research is very valuable	31 (8.3%)	23 (6.2%)	319 (85.6%)
	7. I will employ research approaches in my profession	35 (9.4%)	28 (5.7%)	310 (83.1%)
	8. The skills I have acquired in research will be helpful to me in the future	35 (9.4%)	22 (5.9%)	316 (84.8%)
	9. Knowledge from research is as useful as writing	30 (8.1%)	33 (8.8%)	310 (83.1%)
	Overall	32.55 (8.73%)	24.33 (6.52%)	316.11 (84.74%)

Starting question of the first part was “research is useful for my carrier”, 86.4% (322) participants agreed that research is useful fortheir carrier, 5.9% stays neutral and 7.9% participants don’tconsider that research is useful. “Research is connected to my field of study” was the second question, 86.6% (323) participants showed positive respond towards this statement and only 8% (30) were disagreed. “Research should be indispensable in my professionaltraining” the third statement of the questionnaire also got a positive response as 85.2% (318) participants agreed to this statement and 8.3% (31) disagreed to this. “Researchshould be taught to all students” in the response of this statement, 35 participants (9.4%) were against the statement while the majority 315 participants (84.4%) were agreed. “Researchis useful to every profession” also received positive response as 83.6% (312) participants were agreed and 9.9% (37) were disagreed. “Research is very valuable” only 8.3% (31) students were disagreed and 85.6% (319) students were agreed to the statement. “I will employ research in myprofession” 9.4% (35) students were not willing to employ research in their profession whereas 83.1% (310) wanted to employ research in their profession. “The skills I have acquired in research will be helpful to me in the future” statement was agreed by majority 84.8% (316) of the participants while merely 9.4% (35) were not agreed. “Knowledge from research is as useful as writing” statement was agreed by 83.1% (310) participants while 8.1% (30) were not agreed. Overall 84.74% (316.11) participants were agreed and only 8.73% (32.55) participants were not agreed with the statements of first part related to Research Usefulness in the Nursing Profession

In the second part first statement “Research makes me nervous” was disagreed by 58.7% (219) participants while 24.6% (92) were agreed and 19.3% (72) remained neutral. “Research is stressful”. 58.2% (217) participants didn’t consider researchasstressful while 19.6% (73) were unsure aboutthe stress causation due to research and 22.2% (83) participant’s perceived research as a stressful task. “Research makes me anxious”. 62.2% (232) participants were not agreed with the statement while 21.7% (81) were agreed and 16.1% (60) remained neutral. “Research scares me” 26.6% (99) participants were scared of research whereas 59.6% (222) participants were not scared by research. “Research is a complex subject” 31.7% (121) participants were agreed with the statement while 52.3% (187) were not agreed. “Research process is complicated” around 50.1% (187) participants not found research process as complicated while 32.4% (121) found it complicated. “I feel insecure concerning the analysis of research data” statement was not agreed by 57.6% (215) participants while 22.3% (83) participants were agreed with the statement. Overall 56.9% (212.4) participants were not agreed while 25.9% (96.71) participants were agreed with the statements of second part related to Research Anxiety.

Table - 3 Description of samples according to their attitude score in second part of ATR scale related to Research anxiety(n=373)

II	Research anxiety	Strongly Disagree/ Disagree	Un-decided	Agree/Strongly Agree
	10. Research makes me nervous	219 (58.7%)	72 (19.3%)	92 (24.6%)
	11. Research is stressful	217 (58.2%)	73 (19.6%)	83 (22.2%)
	12. Research makes me anxious	232 (62.2%)	60 (16.1%)	81 (21.7%)
	13. Research scares me	222 (59.6%)	52 (13.9%)	99 (26.6%)
	14. Research is a complex subject	195 (52.3%)	60 (16.1%)	118 (31.7%)
	15. Research process is complicated	187 (50.1%)	65 (17.4%)	121 (32.4%)
	16. I feel insecure concerning the analysis of research data	215 (57.6%)	75 (20.1%)	83 (22.3%)
	Overall	212.4 (56.9%)	65.28 (17.50%)	96.71 (25.9%)

Table - 4 Description of samples according to their attitude score in third part of ATR scale related to Positive Attitude Towards Research (n=373)

III	Positive attitude towards research	Strongly Disagree/ Disagree	Undecided	Agree/Strongly Agree
	17. I like research	51 (13.7%)	47(12.6%)	275(83.8%)
	18. Research acquired knowledge is as useful as arithmetic	41 (11%)	40(10.7%)	292 (78.3%)
	19. Most students benefit from research	35 (9.2%)	34(9.1%)	303 (81.5%)
	20. I am inclined to study the details of research	43 (11.5%)	54(14.5%)	276 (74%)
	Total	42.5 (11.39%)	43.75(11.72%)	286.5 (76.81%)

Table -5 Description of samples according to their attitude score in fourth part of ATR scale related to Research Relevance in Life (n=373)

IV	Research Relevance in life	Strongly Disagree/ Disagree	Undecided	Agree/Strongly Agree
	21. I use research in my daily life	76 (20.4%)	66(17.7%)	231 (61.9%)
	22. Research thinking does not apply to my personal life	219 (58.7%)	77(20.6%)	77 (20.6%)
	23. Research is irrelevant to my life	224 (60.1%)	68(18.2%)	81 (21.7%)
	Total	173(46.38%)	70.33(18.85%)	129.67(34.76%)

In the third part with the first statement “I like research”, 73.8% (275) participants were agreed while 13.7% (51) were not agreed. “Research acquired knowledge is as useful as arithmetic” statement was agreed by 78.3% (292) participants whereas 11% (41) were not agreed. “Most students benefits from research” 81.5% (303) participants were agreed to this statement and 9.2% (35) were disagreed from the statement. “I am inclined to study the details of research” statement agreed by 74% (274) of participants while 11.5% (41) not agreed. Overall, 76.81% (286.5) participants were agreed while 11.39% (42.5) participants were disagreed with the statements of second part related to Positive Attitude Towards Research.

In the fourth part with the first statement “I use research in my daily life”, 61.9% (231) participants were agreed while 20.4% (76) were not agreed. “Research thinking does not apply to my personal life” statement was not agreed by 58.7% (219) participants while 20.6% (77) were agreed. “Research is irrelevant to my life”, for 21.7% (81) participants, research was not relevant while it was relevant for 60.1% (224) participants. Overall 46.38% (173) participants were not agreed while 34.76% (129.67) participants were agreed with the statements of fourth part related to ResearchRelevance in Life.

In the fifth part, the first statement “I have trouble with arithmetic” was disagreed by 55.5% (207) participants while 25.4% (95) were agreed and 19% (71) remained neutral. “I find it difficult to understand the concepts of research” 57.7% (215) don’t consider concepts of researchasdifficult while 17.2% (64) were unsure and 25.2% (94) participants perceived concepts of researchasdifficult. “I make many mistakes in research” 55.5% (207) participants were not agreed with the statement while 26% (97) were agreed and 18.5% (69) remained neutral. Overall 56.21% (209.67) participants were not agreed while 25.55% (95.33) participants were agreed with the statements of fifth part related to Research Difficulty.

Table -7 Description of samples according to their scores of attitude level (n=373)

Attitude score regarding Research	Frequency	Percentage (%)
Positive attitude	203	54.42%
Neutral attitude	156	41.83%
Negative attitude	14	3.75%

According to above table, around half of the participants, 203(54.42%) had positive attitude level, 156(41.83%) had neutral attitude while only 14(3.75%) had negative attitude.

On the basis of Chi-square test calculation, there was significant association found between the attitudescore regarding research among nursing students with socio-demographic variables like how manyconferences, seminar, webinar attended regarding research. Andthere was no significant association found between the attitude score regarding research among nursing students with other socio-demographic variablesage, gender, nursing course and type of institute. On the basis of above findings Hypothesis H₁was partially rejected.

DISCUSSION:

The present study was aimed at assessing the attitude among nursing student’s regarding research. Our findings revealed that majority of nursing students, 64.10% (239) participants were in the age group of 21-25yrs, and 26.20% (98) were in age group of 26-30 years. Age related similar findings revealed by a study conducted by Al Furaikh et al (2017)⁵. 221(59.20%) participants were male, around half of the participants 51.2% (191) were studying in B.Sc Nursing IV Year, majority of participants 89.5% (334) were pursuing their courses from private institutes and majority of participants 280(75.10%) had not attended any conference, seminar, webinar regarding research.

Our findings revealed that 84.74% (316.11) participants were agreed and only 8.73% (32.55) participants were not agreed with the statements of first part related to Research usefulness in the Nursing Profession.In the second part of ATR related to Research Anxiety statements were negative and hence there was reverse scoring, 56.9% (212.4) participants were not agreed while 25.9% (96.71) participants were agreed with the statements.Overall, 76.81% (286.5) participants were agreed while 11.39% (42.5) participants were disagreed with the statements of third part related to Positive Attitude Towards Research.The findings of above three parts were found almost similar by a study conducted by Kakupa P and Xue H. (2019)¹².

46.38% (173) participants were agreed while 34.76% (129.67) participants were disagreed with the statements of fourth part related to ResearchRelevance in Life.In the fifth part of ATR related to Research Difficulty statements were negative and hence there was reverse scoring, 56.21% (209.67) participants were not agreed while 25.55% (95.33) participants were agreed with the statements of fifth part related to Research difficulty.Our part wise findings supported by study conducted by Tarik H. et al (2016)¹³, S Pasupula et al (2016)¹⁴, Vijayalakshmi P et al (2014)¹⁵.

For the total modified ATR scale statements, 49.56% (184.86) participants were agreed while 35.92% (134.02) participants were not agreed and 14.56% (54.34) participants remained neutral.On the basis of quantitative scoring of attitude level, around half of nursing students, 203 (54.42%) had positive attitude level, 156 (41.83%) had neutral attitude while only 14 (3.75%) had negative attitude. Approximately similar result found by a study conducted by Hanibernia, S. (2018)¹⁶and Devrani A et al (2018)¹⁷. TB Amoo et al (2021)¹⁸, Alhaidary A.(2019)¹⁹, Al Furaikh et al (2017)⁵also revealed the similar findings in their research studies.

As per Chi-square test calculation, there was significant association found between the attitude score regarding research among nursing students with demographic variables like how many conference, seminar and webinar attended regarding research. Seher et al (2018)²⁰ also revealedapproximately similar findings in her study.

CONCLUSION:

The study concluded that there is strong need for educational interventions like conference, seminar and webinar besides regular curriculum for nursing students regarding research as they are future health care providers. Dwivedi J. and Chaturvedi D. (2022)²¹, William S. et al (2017)²², Joshi R. (2015)²³, Kaur S. (2017)²⁴ Sharma A (2017)²⁵ and Alexender PC (2017)²⁶established effectiveness of educational interventions in their respective studies. Building a positive attitude towards research will help nurses to include more scientific approach while providing nursing care with evidenced based practices.

With regular educational interventions, conference, seminar and webinarregarding research topics are the need of the hour.

SOURCE OF FUNDING:

Researcher had self-financed the present study.

CONFLICT OF INTEREST:

There was no conflict of interest involved while conducting the present study.

REFERENCES:

1. Merriam-Webster. (n.d.). Research. In Merriam-Webster.com dictionary. Retrieved May 3, 2022, from https://www.merriam-webster.com/dictionary/research

2. Creswell, J.W. Educational Research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). 2008. Upper Saddle River: Pearson.

3. Northen care alliance. NHS website page. Retrieved May 3, 2022, fromhttps://www.pat.nhs.uk/education-and-research/why-is-research-important.htm

4. Institute of Medicine (US) Division of Health Care Services. Nursing and Nursing Education: Public Policies and Private Actions. Washington (DC): National Academies Press (US); 1983. Appendix 8, Nursing Research: Definitions and Directions. Available from: https://www.ncbi.nlm.nih.gov/books/NBK218540/

5. Al Furaikh SS et al. A Cross-sectional survey on nursing students’ attitude towards Research. Journal of Health Specialties. 2017;5(4): 185–191.

6. Bhattacharya, Anunay and Tabi, Marian.Attitude towards research among undergraduate nursing students.Journal of the Georgia Public Health Association. 2016.Georgia Public Health Association. http://hdl.handle.net/10675.2/621503

7. Burnett, Anna and Murchison, Rachel and Zhu, Haidong. The Importance of Nursing Research. The Journal of nursing education. 2009. 48. 167-70. 10.3928/01484834-20090301-10.

8. Mathew L and Aktan NM. Nursing student attitudes toward statistics. Journal of Nursing Education. 53 (4).233-237. 2014. https://journals.healio.com/doi/abs/10.3928/01484834-20140325-03

9. Papanastasiou EC. Factor structure of the ‘Attitudes TowardResearch’ scale. Statistics Education Research Journal.2005;4:16-26.

10. N. Balasubramanian. Likert Technique of Attitude Scale Construction in Nursing Research. Asian J. Nur. Edu. and Research 2(2): April-June 2012; Page 65-69. Available from https://ajner.com/HTMLPaper.aspx?Journal=Asian%20Journal%20of%20Nursing%20Education%20and%20Research;PID=2012-2-2-3

11. P. Tamilselvi, G. Ramamurthy. Reliability and Validity in Nursing Research. Asian J. Nur. Edu. and Research 3(4): Oct.- Dec., 2013; Page 270-272.Available from https://ajner.com/HTMLPaper.aspx?Journal=Asian%20Journal%20of%20Nursing%20Education%20and%20Research;PID=2013-3-4-17

12. Kakupa, P. Students’ Attitudes towards Research: A Study of Graduate Education Students at a Chinese Normal University. Educational Process: International Journal. 2019. 8(2),97-110. http://dx.doi.org/10.22521/edupij.2019.82.1

13. Tariq Hussain. A Study on Attitude towards Research among Technology Education Students in Pakistan. Bulletin of Education and Research December 2016, Vol. 38, No. 2 pp. 113-122

14. S Pasupula, L Obulesu, K Reddy. Attitudes towards Research among Bachelor of Pharmacy and Doctor of Pharmacy Students: A Study from Tertiary Medical Institute, International Journal of Indian Psychology, Volume 3, Issue 4, No. 77. 2016. ISSN:2348-5396 (e), DIP:18.01.077/20160304

15. Poreddi Vijayalakshmiet al. Nurses Attitudes and Perceptions of Nursing Research: An Indian Perspective. Asian J. Nur. Edu. and Research 4(4): Oct.- Dec., 2014; Page 508-512. Available on: https://ajner.com/AbstractView.aspx?PID=2014-4-4-23

16. Hanibernia, S. Knowledge, attitude and barriers of nursing research among BSc nursing students, in selected nursing college of Malappuram district. Manipal Journal of Nursing and Health Sciences. 2018. 4(2), 21-26.

17. Devrani A, Chaudhuri AD, Jose JA. Attitude towards Research among Nurses: An Evaluatory Study. Int J Nurs Midwif Res 2018; 5(3): 41-44.

18. Tumilara Busayo Amoo, Oluwatosin Gbadamosi. Nursing and Midwifery Students’ Attitudes Towards Research: A Descriptive Study. Asian Journal of Nursing Education and Research. 2021; 11(3):375-0. doi: 10.52711/2349-2996.2021.00090

19. Alhaidary A. Attitudes about research among Allied Medical Students enrolled in speech and hearing undergraduate program. Pak JMed Sci. 2019;35(3):709-714. doi: https://doi.org/10.12669/pjms.35.3.571

20. Seher. Remziye. Kizilcik. Attitude of Nursing Students Toward Scientific Research: A Cross-Sectional Study in Turkey, Journal of Nursing Research: October 2018 - Volume 26 - Issue 5 - p 356-361 doi: 10.1097/JNR.0000000000000244

21. Jinit Dwivedi, Dharmesh Chaturvedi, Sanjay Nagda. Effectiveness of educational package on knowledge and practice regarding prevention of Coronary Artery Disease (CAD) among patients with modifiable risk factors of CAD. Asian Journal of Nursing Education and Research. 2022; 12(1):37-1. doi: 10.52711/2349-2996.2022.00007

22. Sheela Williams, Lissa J, Saraswathi. K. N. A Study to assess the Effectiveness of Structured Teaching Programme on Knowledge Regarding Polycystic Ovarian Disease among Adolescent Girls in Selected Colleges in Mysuru. Asian J. Nur. Edu. and Research.2017; 7(3): 371-375. doi: 10.5958/2349-2996.2017.00074.X

23. Rajesh Joshi. A Study to Assess the Effectiveness of Self Instructional Module on Knowledge Regarding Protein Energy Malnutrition among the Mothers of under Five-Year Children in Selected Anganwadi at Nandasan, Gujarat. Int. J. Adv. Nur. Management 3(1):Jan. - Mar., 2015; Page 62-63. Available on: https://ijanm.com/AbstractView.aspx?PID=2015-3-1-16

24. Sumanpreet Kaur. A Pre-experimental Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge regarding Awareness about Sexual Abuse among the Adolescents studying in selected School of District Gurdaspur, Punjab. Int. J. Nur. Edu. and Research. 2017; 5(1): 33-43. doi: 10.5958/2454-2660.2017.00008.4

25. Anupama Sharma. A Pre- Experimental Study to Assess the Effectiveness of Structured Teaching Program on Leucorrhoea among Nursing Students in HGPI kala- Amb. Int. J. Adv. Nur. Management. 2017; 5(4):331-335. doi: 10.5958/2454-2652.2017.00070.1

26. Alexander. P.C. A Study to Evaluate the Effectiveness of Structured Teaching Programme on Knowledge Regarding Hazards of Tobacco among Adolescent boys of Tallarevu Village, Kakinada. Int. J. Adv. Nur. Management. 2017; 5(1): 15-19. doi: 10.5958/2454-2652.2017.00004.X

Received on 21.05.2022 Modified on 12.09.2022

Int. J. of Advances in Nur. Management. 2023; 11(1):19-25.

DOI: 10.52711/2454-2652.2023.00005

V	Research difficulty	Strongly Disagree/ Disagree	Undecided	Agree/Strongly Agree
	24. I have trouble with arithmetic	207 (55.5%)	71(19%)	95 (25.4%)
	25. I find it difficult to understand the concepts of research	215 (57.7%)	64(17.2%)	94 (25.2%)
	26. I make many mistakes in research	207 (55.5%)	69(18.5%)	97 (26%)
	Total	209.67(56.21%)	68(18.23%)	95.33(25.55%)