Background:

research competences are considered as the fundamental basis for the formation of an integral professional.

Objective:

to reveal the nursing student's perception of the process experienced in undergraduate formative research.

Methods:

it is a qualitative, descriptive, exploratory research, by means of a case study; the population conformed by 12 students of the fourth year of the career. The sample was intentional non-probabilistic of cases by criteria and by convenience population, as criteria inclusion: students who have approved for the first time the subject Tesis II (thesis II). The data collection technique was a semi-structured interview and the data analysis was conducted through the constant comparison method. The informed consent was previously signed. The scientific rigor was carried by criteria of credibility, transferability, dependence, and consent.

Results:

231 relevant units of meaning were identified, which emerged at level 1 of the central focus. These were reduced and synthesized in 3 categories: aspects that affect training research, detectable suggestions in training research and usefulness of research training. From these the emerging categories appear, for the first one, facilitating and hindering aspects are derived, for the second one an emerging category appears oriented towards recommendations in training research, while for the third one appears the development of research training competences. From this, the significant units of greater relevance stand out: reading and critical thinking, subject structure, and subject coordination; while those of lesser importance: researcher's role and teaching knowledge.

Conclusions:

the structure and coordination of the course should be in accordance with the curricular regime, institutional lines, and student expectations. It is important to train the academics in research to strengthen it in the students, as well as to publish their findings. The usefulness of this research clearly identifies the generic competences.

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