Learning Objective #1: Describe processes by which BSN and MSN nursing research students develop a personal understanding of scientific methods and research applications

Learning Objective #2: Identify processes by which BSN and MSN nursing research students find mentors in nursing research and prepare themselves to become mentors for others

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The phenomenology of how nursing students integrate and synthesize course information in undergraduate and graduate nursing research courses was investigated to better understand teaching and learning strategies for effective classroom experiences and future research roles. Two broad research questions were investigated. The first question concerned the phenomenology of integrating new knowledge, in that nursing students often find “research courses” to be one of their more difficult courses in the degree curriculum. The second question concerned the process by which professional nurses make connections in the workplace for continued networking and mentoring with established nurse researchers, in that there are different roles in nursing research endeavors that are most typical of BSN, MSN and doctorally-prepared researchers. • What are the processes by which BSN and MSN nursing students create a personal understanding of scientific methods and research applications? • What are the processes by which BSN and MSN nursing students find mentors in nursing research and prepare themselves to become mentors for others? Subjects were students enrolled in two BSN Nursing Research Utilization courses and three MSN Applied Research for Nursing Practice courses (n = 60). Methods included reflective learning, including journaling, and classroom discussions on the role of nurses in research roles and the value of mentoring by advanced researchers. Data are in the process of being collected, as the Spring 2005 term is in progress at this time.