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What do nursing students need to know about research
| Content Provider | Semantic Scholar |
|---|---|
| Author | Turnbull, Kp |
| Copyright Year | 2000 |
| Abstract | The role of nurse as researcher has undergone large-scale transformation in recent nursing history (Beanland, et al. 1999). The transition to university-based study necessitated the development of research studies from both within nursing itself and in collaboration with other disciplines (Morse 1994). For the purposes of this assignment an essential taxonomy of research literacy has been developed showing the progression of knowledge and capabilities. Three levels of research literacy are examined, and are classed as: procedural, critical and participatory stages. A functional definition of each stage is provided in conjunction with desired outcomes. In addition to fundamental research literacy, it is proposed that there are more far-reaching concerns about student's research knowledge. An exploration of the rationale supporting future directions to enhance researcher behaviour beyond the student experience is presented. The shift of education from hospital based training and colleges of advanced education instigated the links "between training and research" within nursing (Waters & Crook 1990:311). The birth of the 'discipline' of nursing within an academic framework has necessitated the ongoing development of a research base. To foster the growth of nursing in this new setting, the realisation of research literate nurses capable of developing and enacting critical enquiry has become essential. It is the dynamic nature of research within nursing which must be illuminated for nursing students (Beanland, et al. 1999). As defined in this paper, procedural research literacy may be classed as that which enables students to 'consume' research, ie. locate, access and decode current information. The depth and breadth of nursing research should be explored, identifying the various sources, techniques and concerns of research. This may include: sharing of information, computer-aided literature searches, instigation of journal clubs, identification of abstracts and problem statements, articles and literature reviews, a working knowledge of research components and terminology, and may include the upgrading of nursing libraries (Beanland, et al. 1999; Firlit 1985; Roberts & Taylor 1998; Stokes 1981). It is this level of research competence that is desired in student and graduate nurses (Beanland, et al. 1999; Radjenovic & Chally 1998). The development of what Russell has coined "constructive doubt" (in Germov 1998:319) belongs to the second stage of critical research literacy. It is in this area of learning that students are able to assimilate research findings and engage in critical and comparative thought to evaluate reliability and credibility (Radjenovic & Chally 1998). Methodological difference must be appraised, sources assessed for credibility, and validity tested. What do nursing students need to know about research? K. Turnbull Nuritinga Issue 3, June 2000 2 © Copyright Tasmanian School of Nursing & Individual Authors The final stage of research literacy as proposed here is the adoption of the role of researcher, without disassociation from the role of nurse. In this context, 'research' is viewed as both a generalised nursing practice of information seeking behaviour, and developing research projects from identified problems. This move away from seeing the research process as something beyond the scope of normal practice is required to make the change from theoretical to practical usage of research (Roberts & Taylor 1998) Access to this level of knowledge allows practising nurses, both alone and in collaboration with others, to "carry out practice-related research" (Farrell 1997:26). Discussion centred on the viability of nursing as a research-based, ergo 'justified', discipline has raised concern over "a looming nursing faculty shortage" (Anderson 1998:5). The implications for nursing faculty are the development of enterprising and original strategies for the teaching of all aspects of research literacy and exploration of 'academic' nursing as an alternative career pathway (Anderson 1998; Pond & Bradshaw 1996). The development of professional standards has structurally sanctioned the role of nurse as researcher, as evidenced by the adoption of national competencies (Australian Nursing Council Inc. 1998). Research has become increasingly articulated in both nursing education outcome statements, clinical job descriptions and health policy (Beanland, et al. 1999; Farrell 1997; Prime Minister's Science and Engineering Council, 1994). The phenomenon of evidence-based practice has stemmed from concerns over the accountability and basis of current practice within the health care arena (Farrell 1997). The rationale for the introduction of evidence-based practice in nursing is the assertion that "good nursing care is dependent upon both individual clinical expertise and the best available research evidence" (Farrell 1997:4). Nursing students actively developing research literacy must be made aware of the resistance towards research among many in the nursing community. Recognising that the relatively small amount of published clinical nursing research has compounded the lack of interest and perceived lack of relevance within the current nursing community (Roberts & Taylor 1998). Much of the research that has been available was created by the pioneers of the postgraduate nursing program (Beanland, et al. 1999), demonstrates a North American cultural bias (Lawler 1991 in McCoppin & Gardner 1994), and is by no measure representative of the entirety of nursing practice concerns (Roberts & Taylor 1998). Concern has also been aroused regarding the clinical relevance of these studies following assertions that many of these studies were frequently conducted using theories "borrowed carte blanche from other disciplines" (Morse 1994:2). The apparent disparity between research findings and clinical applications are explained by this adoption from other research areas; and the problematic tradition of separating the roles of nurse and researcher (Lawler 1993; Morse 1994; Roberts & Taylor 1998; Pond & Bradshaw 1996). Discussion of future directions in the foundations of nursing research have been generated by projected consequences that "borrowed knowledge and language will inevitably impact upon our knowledge base" (Lawler 1993:7). The outcomes of these discussions often indicate the need for development of unique theory foundations, which adequately reflect the complex and diverse environments of contemporary nursing, something one would think is only achievable by nurses themselves (Beanland, et al. 1999; Donaldson & Crowley 1978; Lawler 1993; Roberts & Taylor 1998). What do nursing students need to know about research? K. Turnbull Nuritinga Issue 3, June 2000 3 © Copyright Tasmanian School of Nursing & Individual Authors The lack of research utilisation by 'real' nurses is a common theme in discussions of both education for, and application of nursing research (Kessenich 1996; Pond & Bradshaw 1996; Roberts & Taylor 1998; Stokes 1981). It is also one of the main factors which affects student research utilisation in practice and the graduate year; as student nurses are socialised out of study analysis, and do not implement their tentative skills into the clinical setting (Kessenich 1996; Roberts& Taylor 1998). Preparing nursing students to face this environment is an essential part of research education. Assisting students to develop strategies to involve their research knowledges in the work place may not only lead to the individual continuing with research activities, but may create a more supportive environment for those unaccustomed to research. Undertakings may include such diverse activities as providing copies of conference papers, journals or world wide web listings; becoming involved with nursing school research competitions; monthly reports by staff nurses on relative research findings; or even attaching 'Did You Know?' style fact sheets on the inside of staff toilet doors (Pontious 1996). The reported resistance to inquiry based knowledge among currently registered nurses cannot maintainÊ theÊ driveÊ for professionalisation and evidence based practice requirements (Beanland, et al. 1999; Farrell 1997; Floyd 1996; Radjenovic & Chally 1998; Roberts & Taylor 1998). The frequency and manner in which practising nurses access research are limited by both selfperceptions and institutional constructs (Beanland, et al. 1999; Kessenich 1996; Roberts & Taylor 1998). Without the developments of explicit navigational skills, appropriate descriptive language and supportive environments, nurses are without the resources with which to approach research (Farrell 1997; Roberts & Taylor 1998). Both practising and student nurses require developmental programs to enable them to access and/or create research resources relevant to their varying needs (Roberts & Taylor 1998; Stokes 1981). It has been identified, however, that current university curriculum is not adequate to enable students or practising nurses to internalise, and subsequently exhibit, research behaviours (Radjenovic & Chally 1998). It has been argued that current research education within preregistration programs is not aligned with the desired 'consumership' role of beginning nurses (Floyd 1996). The reported emphasis on proposition and performance of the research process at a time when both students and graduates are trying "to make sense of things as a nurse, let alone a researcher" is problematic (James 1992:24; Floyd 1996). In addition to this, some universities have enacted research curricula for staff nurses (Farrell 1997) The current undergraduate curriculum is inappropriate for the needs of this group, and the development of research utilisation programs for this specific group has been advocated (Floyd 1996). For these learners, it is imperative that the courses developed are particularly suited to the clinical environment; otherwise their content will not be transfe |
| File Format | PDF HTM / HTML |
| Volume Number | 3 |
| Alternate Webpage(s) | http://www.healthsci.utas.edu.au/tson/nuritinga/issue3/need_to_know_research.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
