Research writing is a vital skill for nursing professionals, enabling evidence-based practice and continuous learning. However, students’ nurses often struggle with developing this competency. This descriptive study aimed to assess knowledge, attitudes, and perceived factors influencing research writing among students nursing in two selected schools; of nursing in Imo State. A descriptive survey design was employed, involving 250 students’ nurses from Imo State University, Orlu, and Emekuku College of Nursing Sciences. 100 participants were selected using purposive sampling technique. A self-structured questionnaire was used as the instrument for data collection. The collected data were analyzed using descriptive statistics (frequencies, means). Research writing knowledge showed 60% had written a research paper, 80% understood research writing as scientific investigation and reporting, and 95% identified essential components. Attitudes were generally positive, with 42% strongly agreeing research writing is essential for nursing practice, 48% believing it enhances critical thinking, and 35% agreeing it improves patient care. However, 38% lacked confidence. Lecturer support (38% extremely helpful), clear guidelines (42% extremely helpful), and accessible materials (22% extremely helpful) emerged as significant factors. This study highlights the need for targeted interventions to enhance research writing knowledge, attitudes, and skills among student nurses.