Teaching nursing research to undergraduates: A text analysis of instructors' intentions

Abstract

Reviews of teaching strategies for undergraduate nursing research have been organized according to (a) the type of learning to be achieved, such as learning by doing, or (b) the specific teaching strategy, such as a poster session. For this text analysis, a new tack was taken to reveal the intentions of undergraduate nursing research instructors for student learning. Giorgi's (1985) descriptive phenomenological method was used to analyze 77 narrative reports of instructors about research teaching strategies. Seven intentions were identified, including desensitizing negative perceptions about research and stimulating collaborative learning about research. The intentions were contrasted in scope and relevance to frameworks organized according to learning goals or teaching techniques. The relevance of the intentions was considered in relation to critical trends influencing nursing education.

Educators' Experience of Teaching Nursing Research to Undergraduates

“…Since the publication of that text analysis (Porter & Mansour, 2003), nurse educators have continued to write informative narratives about new approaches to teaching undergraduate nursing research (Doutrich, Hoeksel, & Thiele, 2003;Moore & Hart, 2004). Thus, the emphasis in the literature on teaching as method, rather than teaching as experience, has continued.…”

“…The three most prevalent intentions were "creating mentored opportunities to practice the research process" (p. 132), "enhancing analytical skills related to the research process" (p. 132), and "desensitizing negative perceptions about research" (p. 132). In contrast to earlier reviews focused on teaching strategies (Inouye, 1995) or the type of learning (Overfield & Duffy, 1984), the text analysis was unique in its focus on the essence of teaching, rather than teaching techniques (Porter & Mansour, 2003).…”

“…In a text analysis of 77 published narrative reports about teaching undergraduate nursing research, we (Porter & Mansour, 2003) used a phenomenological method to identify seven categories reflecting the intentions of the educators who had written those reports. The three most prevalent intentions were "creating mentored opportunities to practice the research process" (p. 132), "enhancing analytical skills related to the research process" (p. 132), and "desensitizing negative perceptions about research" (p. 132).…”

An exploration of the enactment of acculturation in research utilization within a nursing undergraduate curriculum-in-action

“…The culturally-based transactions and interactions that are crucial within the acculturation process also have not been elucidated. [42,43] There is a need to extend the evidence base for nursing education, [44] and a key element in doing so is the investigation of acculturation to RU and its related outcomes. Therefore, the following research question guided the study: "What is the enactment of acculturation in RU within a nursing education curriculumin-action?…”

Determining Awareness and Attitude of Nursing Students Studying in Various Schools with Respect to Research and Development

“…Öğrenci, klinisyen ya da akademisyen tüm hemşirelerin araştırma etkinlikleri desteklenmeli, hemşireler bu amaçla yüreklendirilmelidir 3 . Porter ve Mansour, öğrencilerin araştırma konusunda duyarlılığını geliştirmenin temel bir amaç olması, bunun yanında işbirliği ile öğrenmeyi, araştırma ile ilgili iletişim becerilerini ve araştırma kullanımını geliştirmenin üzerinde durulması gerektiğini belirtmişlerdir 6 . Hemşire öğrenciler lisans eğitimleri sırasında araştırma konusunda iletilen mesajlardan etkilenmişler ve konu ile ilgili uyaranları iyi almışlarsa, mezuniyet sonrasında araştırma ile ilgileneceklerdir 7 .…”