Heterogeneity of research competence among operating room nurses in eastern China: A latent profile analysis

Background Research competence is essential for evidence-informed perioperative nursing practice, yet operating room nurses’ research competence may be heterogeneous. Evidence on competence profiles and associated factors in this workforce remains limited. This study aimed to identify latent profiles of research competence among operating room nurses, and examine factors associated with profile membership. Methods A cross-sectional online survey was conducted in July 2025 among operating room nurses working in tertiary hospitals in eastern China. Measures included the Nursing Research Competence Self-Assessment Scale, the Research Motivation Scale, and the General Self-Efficacy Scale. Latent profile analysis was performed using Mplus 8.3. Profile differences were examined using appropriate tests for categorical and continuous variables. Multivariable multinomial logistic regression was used to identify factors associated with profile membership, using the high-competence profile as the reference. Results A total of 1,654 nurses participated in this study. Three profiles were identified: low-competence (47.5%), moderate-competence (43.2%), and high-competence (9.3%). Multivariable multinomial logistic regression revealed that, membership in the low-competence profile was associated with lower general self-efficacy, lower educational attainment, more irregular (less regular) literature reading, lack of research project involvement, stronger failure-avoidance motivation, and lack of research training experience. Membership in the moderate-competence profile was associated with lower general self-efficacy, more irregular (less regular) literature reading, lack of research project involvement, and stronger failure-avoidance motivation ( P  < 0.05). Conclusions Operating room nurses in eastern China showed substantial heterogeneity in research competence, with most nurses classified into low or moderate profiles. Strategies to strengthen research competence should prioritize self-efficacy enhancement, structured research training access, and supported pathways for participation and leadership in research projects, while addressing maladaptive failure-avoidance motivation.