Nursing Research at the Baccalaureate Level: A Unique Teaching/Learning Model
Abstract
This statement reflects the confusion that has existed in baccalaureate nursing programs about the purpose and focus of research in the undergraduate curriculum. Although there is some agreement that the emphasis should be on developing informed consumers of research, it is unclear what informed means; thus there is confusion about how to achieve it. Most educators agree that undergraduate nursing students shoule be prepared to appraise the nursing research literature critically (Fleming, 1980; Levin, 1983; Overfield & Duffy, 1984). Some educators suggest the focus of research should be applied and should be relevant to clinical practice (Horsley, 1983; Levin, 1983) and that the student should develop a "positive attitude" toward research (Levin, 1983; Spector & Bleeks, 1980; Van Bree, 1981). Curriculum developers continue to wrestle with questions about what knowledge and skills are required concerning the subject of research and how this subject can be taught and learned most effectively. In a review of the literature on teaching research, Overfield and Duffy (1984) divided the various approaches to learning into three major categories: 1) learning by critiquing; 2) learning by proposing to do; and 3) learning by doing. Our approach is to include "learning by doing in collaboration" among these categories. This approach requires the identification, co-ordination and collaboration of supportive faculty who are knowledgeable and who participate in on-going relevant clinical research.Downloads
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1987-04-13
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