Building Undergraduate Nursing Students' Knowledge of the Research Process in Nursing

Abstract

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.

Teaching research methods in nursing using Aronson's Jigsaw Technique. A cross-sectional survey of student satisfaction

“…Additionally, research methods is one of the less attractive courses to nursing students in our environment, based on our personal perceptions and exchanges with colleagues from other centers. The literature also shows evidence of how, historically, interest in research and satisfaction with the teaching of this subject are not high, and the discipline has even been considered as somehow elitist and academic (Laschinger et al, 1990;Niven et al, 2013). This could explain why many of the new students do not recognize the importance of research for professional practice (Clark et al, 2009).…”

Putting the pieces together: teaching undergraduate research from a theoretical perspective

“…The finding that students liked a variety of assignments lends credence to the view that creative strategies include a variety of pragmatic approaches, which serve to reduce anxiety, increase attention, and increase active participation (Beitz & Wolf 1997). Moreover, by assigning the abstract cards, concepts and propositions, and ‘steps of the research process’ in incremental steps, it appeared that complex constructs are best introduced over‐time in progressive step‐wise fashion (Laschinger et al 1990).…”

Research and the practice of midwifery*

“…The mtemational hterature cites many examples of creative strategies used to introduce researdi mto nursmg/ midwifery programmes Qanken et al 1988, Laschmger et al 1990, Lee 1988) That is not to say that there is a consensus amongst educators as to the most effective means of achieving the desired leammg outcomes Some advocate a research awareness approach whereas others encourage students to leam about research by 'doing' it (Clark & Sleep 1991) Whichever approach is adopted, it is unrealistic for educational programmes to place upon practitioners the burden of introducing research mto the workplace, unless the dimate prevailing in both service and management spheres is receptive to change A recent North Amencan study suggested that a major mfluence m the utilization of J Sleep research was the amount of support nurses received from their leaders and admimstrators which may not necessanly be forthcommg (Champion & Leach 1989) This view is endorsed by Funk et al (1989) who suggest that mnovation m pradice is not always valued by either dimaans or their employers Thus, no matter how much dmiaans leam about research m the educational settmg, there is a problem about transfemng this knowledge mto the real world of prachce Resistance to change is ated by several authors as a major mfluence inhibiting the mtroduchon of research into dmical care Horsley et al (1983) descnbe resistance to change as 'any response or behaviour that serves to keep thmgs as they are m the face of the pressure to change' They consider this to be a protechve mechamsm which guards agamst the consequences of change that 'threaten beliefs, values, athtudes and behaviour central to those affeded' Robmson (1987) also recognizes that new knowledge can be threatenmg since it can throw mto question the meanmg which practitioners have given to their workmg hves for many years We should not be surpnsed therefore if the validity of the proposals is demed and if practihoners mamtam that because it is they who do the work, only they can be expected to know what is best…”

“…The mtemational hterature cites many examples of creative strategies used to introduce researdi mto nursmg/ midwifery programmes Qanken et al 1988, Laschmger et al 1990, Lee 1988 That is not to say that there is a consensus amongst educators as to the most effective means of achieving the desired leammg outcomes Some advocate a research awareness approach whereas others encourage students to leam about research by 'doing' it (Clark & Sleep 1991) Whichever approach is adopted, it is unrealistic for educational programmes to place upon practitioners the burden of introducing research mto the workplace, unless the dimate prevailing in both service and management spheres is receptive to change A recent North Amencan study suggested that a major mfluence m the utilization of…”