Making research real: Embedding a longitudinal study in a taught research course for undergraduate nursing students

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Authors
Niven, Elizabeth
Roy, Dianne
Gasquoine, Susan
Ward, Frances
Schaefer, Barbara
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2011
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
nursing education
research theory
research methodology
evidence-based practice
Citation
Niven, E., Roy, D. E., Schaefer, B. A., Gasquoine, S. E., & Ward, F. A. (2011, online early). Making research real: Embedding a longitudinal study in a taught research course for undergraduate nursing students. Nurse Education Today (0) doi:10.1016/j.nedt.2011.10.024
Abstract
Learning how and why scholarly research underpins and informs professional nursing practice is a continual challenge for undergraduate nursing students. They find the language and methods of research to be unfamiliar and unsettling. The work of educators thus becomes the process of breaking down barriers to students’ understanding of research processes and application. Such work is increasingly important in the current era of evidence based practice, where students must be competent in sourcing, critiquing and applying research to meet real clinical questions. In response, as lecturers who taught the course, Research for Health Professionals, we have reinvented how research is taught to second year undergraduate students. This article outlines our creative approach to facilitate students learning research theory and methodology by conducting a “real-life” research study in a local retirement community.
Publisher
Elsevier
Link to ePress publication
DOI
10.1016/j.nedt.2011.10.024
Copyright holder
Elsevier
Copyright notice
NOTICE: this is the author’s version of a work that was accepted for publication in Nurse Education Today. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Nurse Education Today, doi:10.1016/j.nedt.2011.10.024
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