Research on teaching research in the baccalaureate nursing curriculum

Abstract

This article is based on a review of the research literature on teaching research to undergraduate nursing students. A paucity of this research exists yet a variety of approaches are used to teach research. These approaches are categorized into 'learn by doing', 'learn by proposing to do', and 'learn by critiquing'. The strengths and weaknesses of each approach are examined. The research literature that does exist is primarily descriptive and lacks adequate sample size and methods of inquiry. Students' attitudes and knowledge towards research are described in response to various teaching methods. Larger surveys in the United States of America and abroad provide disappointing statistics concerning the utilization and the pursuit of research knowledge by nurse clinicians. Lastly, suggestions are made for further research in teaching research to baccalaureate students in order to enhance their research knowledge and commitment to research as clinicians. The Thomas-Price Inventory for evaluating research preparation on the baccalaureate level is described.

Educators' Experience of Teaching Nursing Research to Undergraduates

“…It was not addressed in the early reviews of research teaching strategies (Duffy, 1986(Duffy, , 1987Jamann-Riley, 1990;Mander, 1988;Overfield & Duffy, 1984;Porter, 2001) or in the prior text analysis (Porter & Mansour, 2003). Educators have written about teaching strategies rather than describe the experience of teaching.…”

“…Informed by prior reviews (Duffy, 1987;Jamann-Riley, 1990;Overfield & Duffy, 1984;Porter & Mansour, 2003) and the phenomenological method (Giorgi, 1985), we designed three open-ended questions to yield data about the experience of teaching nursing research:…”

“…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 addition to these key student issues, faculty needs are important. Interest in teaching nursing research can be influenced by the amount of time that such an assignment allows for one to conduct research (Overfield & Duffy, 1984).…”

“…Mansour, Porter / Teaching Nursing Research to Undergraduates 889 Duffy, 1984). In a narrative review of that literature, Porter (2001) concluded that most studies had focused on learning outcomes and students' attitudes toward learning research.…”