Teaching undergraduate research from a process perspective.
Educators continue to struggle to find ways to teach nursing research to undergraduate students in a meaningful and engaging manner. The purpose of this article is to describe the development of an undergraduate nursing research course that incorporates a clinical practicum as a foundation for learning research concepts and the research process. By incorporating a clinical component into the research course, students more fully appreciate the connection between research and practice, more readily understand theoretical concepts discussed in class, and become more actively engaged in the learning process. The development of the collaborative clinical research project is described from a process perspective.
August-Brady
Michele M
MM
St. Luke's School of Nursing at Moravian College, Bethlehem, Pennsylvania, USA. memma01@moravian.edu
D001288:Attention; D001291:Attitude of Health Personnel; D019985:Benchmarking; D002983:Clinical Competence; D015400:Clinical Nursing Research / Q000193:education* / Q000458:organization & administration; D003479:Curriculum; D003625:Data Collection; D004358:Drug Therapy / Q000451:nursing; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D004518:Education, Professional, Retraining / Q000458:organization & administration; D019317:Evidence-Based Medicine / Q000193:education; D006801:Humans; D015402:Nursing Education Research; D010043:Outcome and Process Assessment, Health Care / Q000458:organization & administration; D016730:Program Development; D015397:Program Evaluation; D017751:Safety Management; D013338:Students, Nursing / Q000523:psychology; D013663:Teaching / Q000458:organization & administration*