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

    Niven, Elizabeth; Roy, Dianne; Gasquoine, Susan; Ward, Frances; Schaefer, Barbara

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    Date
    2011
    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
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/1803
    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.
    Keywords:
    nursing education, research theory, research methodology, evidence-based practice
    ANZSRC Field of Research:
    130209 Medicine, Nursing and Health Curriculum and Pedagogy
    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
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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