Paper
Thursday, 20 July 2006
This presentation is part of : Nursing Education Designs and Models
Developing Research Competence: An Innovative Design for Students and Researchers
Elizabeth T. Speakman, EdD, RN, School of Nursing, Thomas Jefferson University, Philadelphia, PA, USA and Margaret Griffiths, MSN, RN, Nursing, THomas Jefferson University, College of Health Professions, Philadelphia, PA, USA.
Learning Objective #1: Identify strategies to enhance research competence in nursing students at all levels of education.
Learning Objective #2: Discuss methods to engage nurse researchers in student research learning activities.
Research has been a component of baccalaureate curriculum.  However, developing practice parameters based on evidence is imperative at all levels of nursing education.  Research skills need to be introduced to student’s at all levels if this standard is to be achieved.  Accomplishing this must include both an academic component and a practical experience.

This presentation describes a program in which community college nursing students engage in research endeavors that facilitate an understanding of how research is used to improve health care delivery and nursing practice. The participants engage in research projects that are underway in hospital based and community settings. This presentation will present outcomes that illustrate their ability to participate in research projects while completing a graduate level research course and their associate degree nursing curriculum.

It also highlights their growth in research competence and their commitment to utilizing research as the basis for practice decisions and for effecting change in diverse practice settings.  The students’ attitudes are assessed at the beginning and the completion of this experience.  The students demonstrated significant change in their commitment to developing research competence. Students articulate their perception that the role of research not only enhanced their basic education but increased their understanding of the value research has on evidence based practice.

Serendipitously, the research mentors expressed that by engaging with these students they were changed by the relationship.  The student’s enthusiasm and understanding of the value of research on the nursing transformed them as researchers and teachers.  Their relationship with students broadened their ability to define new research questions.  They related a renewed energy for investigation and exploration.

This project illustrates a partnership between education and service that will have long lasting implications. Not only has research methodology been enhanced but a new generation of nurse researchers has been mentored and socialized.

See more of Nursing Education Designs and Models
See more of The 17th International Nursing Research Congress Focusing on Evidence-Based Practice (19-22 July 2006)