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PubMed · 16342635

Teaching undergraduate research from a process perspective.

Michele M August-Brady
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Abstract

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.

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AttentionAttitude of Health PersonnelBenchmarkingClinical CompetenceClinical Nursing ResearchCurriculumData CollectionDrug TherapyEducation, Nursing, BaccalaureateEducation, Professional, RetrainingEvidence-Based MedicineHumansNursing Education ResearchOutcome and Process Assessment, Health CareProgram DevelopmentProgram EvaluationSafety ManagementStudents, NursingTeachingEvaluation StudyJournal Article

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Michele M August-Brady. 2005. Teaching undergraduate research from a process perspective.. https://doi.org/10.3928/01484834-20051101-09

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