RESEARCH CAPACITY AND INVOLVEMENT OF NURSING EDUCATORS: BASIS FOR FACULTY RESEARCH ENHANCEMENT TRAINING PROGRAM

This study explores the research capacity and involvement of nursing educators to provide a basis for developing research development training programs aimed at enhancing faculty participation in research activities. Research capacity refers to the skills and resources that enable nursing educators to conduct and disseminate research, while research involvement reflects their actual participation in research projects, publications, and presentations. Despite possessing good self-reported research skills, many nursing educators face barriers such as heavy teaching loads, insufficient funding, and lack of institutional support, which limit their active engagement in research. Using a descriptive survey design, the study examines the self-reported research capacities and involvement levels of nursing faculty at a higher education institution. Findings indicate that while nursing educators demonstrate strong skills in areas such as literature review, data collection, and research writing, there is limited involvement in research training, project participation, collaboration, publication, and conference presentations. Chi-Square tests showed no significant relationship between research capacity and involvement, suggesting that institutional factors, rather than individual skills, play a more substantial role in faculty research engagement. Based on these findings, the study recommends the implementation of targeted professional development programs, reduced teaching loads, enhanced mentorship opportunities, and improved institutional support to foster a research-active faculty. These measures are essential for bridging the gap between research capacity and involvement, ultimately enhancing the quality of nursing education and advancing evidence-based practices.