Ingela Henoch1, Eva Jakobsson Ung2, Anneli Ozanne3, Hanna Falk3, Kristin Falk2, Elisabeth Kenne Sarenmalm4, Joakim Öhlén5, Isabell Fridh6. 1. The Sahlgrenska Academy, University of Gothenburg, Institute of Health and Care Sciences, Box 457, 405 30 Gothenburg, Sweden. Electronic address: Ingela.henoch@gu.se. 2. The Sahlgrenska Academy, University of Gothenburg, Institute of Health and Care Sciences, Box 457, 405 30 Gothenburg, Sweden. 3. The Sahlgrenska Academy, University of Gothenburg, Institute of Neuroscience and Physiology, Sweden. 4. The Sahlgrenska Academy, University of Gothenburg, Institute of Health and Care Sciences, Box 457, 405 30 Gothenburg, Sweden; Research and Development Centre, Skaraborg Hospital, Sweden. 5. The Sahlgrenska Academy, University of Gothenburg, Institute of Health and Care Sciences, Box 457, 405 30 Gothenburg, Sweden; Ersta Sköndal University College, Department of Palliative Care Research, Sweden. 6. The Sahlgrenska Academy, University of Gothenburg, Institute of Health and Care Sciences, Box 457, 405 30 Gothenburg, Sweden; University of Borås, School of Health Sciences, Sweden.
Abstract
BACKGROUND: Nursing education can positively affect nurses' attitudes toward nursing research, resulting in better patient outcomes. Experiential learning theory was the basis for this study. OBJECTIVES: To explore nursing students' experiences of involvement in clinical research, their approach to learning and their interest in nursing research. DESIGN: Cross-sectional. METHODS: One hundred and twenty-six nursing students were invited to be involved as data collectors in a research project as part of their training in research methodology. The students completed an evaluation form and the Revised Study Process Questionnaire. The questionnaires were analyzed quantitatively and one open-ended question was analyzed qualitatively. RESULTS: On the whole, the students were happy to be involved in the data collection although a minority felt uncertain and exposed. Students with a deeper approach to learning felt that their involvement had increased their interest in nursing research and they stated that data collection should be a regular feature of the course. CONCLUSIONS: Participation as data collectors in research has the potential to increase interest in nursing research among students with higher levels of deep learning. Further studies are needed to examine ways to increase interest in research among students with lower levels of deep learning.
BACKGROUND: Nursing education can positively affect nurses' attitudes toward nursing research, resulting in better patient outcomes. Experiential learning theory was the basis for this study. OBJECTIVES: To explore nursing students' experiences of involvement in clinical research, their approach to learning and their interest in nursing research. DESIGN: Cross-sectional. METHODS: One hundred and twenty-six nursing students were invited to be involved as data collectors in a research project as part of their training in research methodology. The students completed an evaluation form and the Revised Study Process Questionnaire. The questionnaires were analyzed quantitatively and one open-ended question was analyzed qualitatively. RESULTS: On the whole, the students were happy to be involved in the data collection although a minority felt uncertain and exposed. Students with a deeper approach to learning felt that their involvement had increased their interest in nursing research and they stated that data collection should be a regular feature of the course. CONCLUSIONS: Participation as data collectors in research has the potential to increase interest in nursing research among students with higher levels of deep learning. Further studies are needed to examine ways to increase interest in research among students with lower levels of deep learning.
Authors: Mary Jo Slattery; Bridget Linehan Logan; Bridget Mudge; Karen Secore; Linda J von Reyn; Robert A Maue Journal: J Prof Nurs Date: 2016-03-21 Impact factor: 2.104