Educators' Experience of Teaching Nursing Research to Undergraduates

Abstract

Most research pertaining to the teaching of nursing research has focused on learning outcomes and students' attitudes toward research. Few scholars have explored what it is like to teach nursing research. The purpose of this study was to describe the experience of teaching undergraduate nursing research. Data were obtained from 12 nurse educators through e-mail interviews and analyzed using Giorgi's method of descriptive phenomenology. Four meaning units describe the experience: marketing research content, introducing the research process, enhancing student abilities to learn about research, and enhancing personal abilities to teach research. The three meaning units that focus on faculty intentions toward students are somewhat consistent with prior research but include interesting new ideas. Concerning the last meaning unit, participants reported an interest in learning about teaching strategies, advanced statistics, and informational technology. Deans and directors should explore the learning needs of such faculty and offer appropriate ongoing education.

Factors influencing the adoption of evidence-based principles in nursing education: A Jordanian perspective

“…Although the majority of educator in this study reported high ability to perform these steps, others said that they have limited ability to do so. This has also been reported by other researchers [23,26] . This ability could be improved through adopting team approach in finding, discussing, analyzing and agreeing on evidence.…”

“…Many of the nurse educators are in fact prepared to be researchers and experts in their area of study. They, however, receive limited preparation to be educators [23] . Although education is their primary role once joining the faculty, there is still a limited focus on the required preparation to teach crucial concepts to contemporary nursing practice like evidence-based.…”

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?…”

From Whispering to Roaring: Engaging Undergraduate Nursing Students in Research

“…Strategies such as assigning research articles for reading, using textbooks that incorporate nursing research, or citing publications within our PowerPoint ® slides do little to impress on students the exciting and care-transforming nature of nursing research. Even courses specifically dedicated to evidence-based practice can fail to connect students to their faculty member's research in a meaningful way (Mansour & Porter, 2008). This is problematic because missing opportunities to make research relevant to BSN students can limit progress toward the ultimate goal of cultivating the next generation of consumers and implementers of nursing research.…”