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A comprehensive framework to teach research in Nursing

Dr Susan Wright Department of Nursing

Introduction
Teaching research is challenging
Teacher Student: resistant, unwilling

Definition of research
Umbrella term Inquiring mind Sees patterns Asks why

Why engage in research?


Gather knowledge about their subject Viability of a profession is dependent upon ongoing generation and dissemination of knowledge Nursing is an art and science Credibility of nursing
Value Quality of service Requires a sound knowledge base

In nursing, knowledge is often based on


Tradition Authority Trial and error Personal experience

Little research is done outside the requirements of academia Clinical studies few and far between Underlying problem: education

Attitude: own experience


B Tech Nursing students Core component Protocol 2003 topic: knowledge and attitude of registered nurses regarding research In 9 units 16 Serious lack of research knowledge Why?

South African Nursing Council: Nursing science is a human clinical health science that constitutes the body of knowledge for the practice of persons, registered or enrolled under the Nursing Act as nurses or midwifes. Within the parameters of nursing philosophy and ethics it is concerned with the development of knowledge (my accentuation) for the nursing diagnosis, treatment and personalised health care of persons exposed to, suffering, or recovering from physical or mental ill-health.

Focus
Few aspects of the definition
clinical health, nursing diagnosis, treatment, health care and individuals, groups and communities. The focus is on people with a health-related problem that they can assist and care for in some way, be it preventative, promotive, curative or rehabilitative

Thinking is demarcated along specific interventions Masters of discipline Knowledgeable and comfortable in role of a registered nurse Safe practitioners of the art and science of nursing

But?
Definition of Nursing: development of knowledge Registered nurses are charged with not only using existing knowledge, but also to develop new knowledge Method for doing so: research No specific category

Research: taught how?


Conceptual framework:
theoretical knowledge of research scientific writing psychological support experiential learning

Background
B Tech Nursing programme
Registered nurses Research is a core programme Composition variable
Work Age Experience

Common attributes:
Registered nurses Exposure to a taught research programme No research engagement after registration Willingness: 7,5 Ability: 3

Theoretical knowledge

Scientific writing skills

Research

Experiential learning

Psychological support

Conceptual framework
Theoretical knowledge
How much? Use of textbooks Open book discipline Apply principles in:
drafting an accountable proposal implementing the research writing a scientific report

Application and synthesis is the cognitive levels required of the student, not memorising Core lecture: 11 decision model

11-Decision model
Research components Research problem Purpose and aims Theoretical basis of study Strategy Context Research design Population Data gathering Data analysis Reliability and validity / trustworthiness Concepts

11 Decision model
Coherence of choices in terms of research problem Start writing proposal only after all 11 decisions have been approved Writing becomes less frustrating Bridge to writing:
Concepts = background 11 decision = basis of proposal

What to write is now known

Scientific writing
Writing is part of nursing, but style of writing is of a direct nature, directly stating an observed problem or action taken Sentences short and often incomplete Learning activity: 300 words English second language Scientific writing is a skill

Scientific writing
Instruction in scientific writing pre-planned curriculum Specific objectives Assessment criteria Develop learning activities to assist students
Writing assignments Macro and micro organisation of a scientific document Citation and references

Structured approach How to write is now known

Psychological support
Most crucial of the four pillars Address feelings of insecurity to change negative attitude Acknowledge the negative feelings Emphasise the importance of the research role of nurses, because students have never internalised this role Have an open door policy Be a role role model; be a researcher

Student's feelings after first attempt to write a research proposal


Positive Challenged Lost Frustrated Confused Incompetent 0.0 10.0 % 20.0 30.0

Experiential learning
Without doing research and becoming experienced to some extent before they complete the module, students will still not overcome their negativity regarding research Accomplish specific outcomes

Specific outcomes
Enhancement of scientific writing assignments Development of a data gathering instrument Analysing quantitative and qualitative data Writing letters of consent Writing the group proposal that is implemented, the data analysed and a scientific report written. Writing of an abstract Drafting a proposal of the students own choice. Presenting the proposal and evaluating costudents proposals

Role of facilitator
Knowledgeable researcher Published author Psychological supporter Research role model

Conclusion
The four pillars of the conceptual framework are of equal importance There are no research role models in the clinical setting Registered nurses furthering their careers are most prone to uncertainty Acknowledge feelings of confusion and incompetence With good planning, even if the facilitator is still inexperienced, success in teaching research could be achieved

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