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Role clarity, strength in nursing focus, and support from administrators and legislation are required for prescriptive authority to be fully enacted.

This article describes a simple approach to teaching a nursing research course to undergraduate nursing students which was received with enthusiasm by both students and faculty. Through short answer progressive assignments throughout the semester involving students in the thinking processes required at each stage of the research process, student knowledge of the research process was progressively developed. Students chose a topic of personal interest for a proposed study and carried this topic through the various phases of the research process. Students positively evaluated this approach frequently commenting that the approach helped them to "think in different ways than before" and strongly recommended continuance of the approach in future course presentations.