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A comprehensive
framework to teachresearch in Nursing
Dr Susan Wright
Department of Nursing
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Introduction
Teaching research is challenging
Teacher
Student: resistant, unwilling
Definition of research
Umbrella term
Inquiring mind
Sees patterns
Asks why
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Why engage in research?
Gather knowledge about their subject
Viability of a profession is dependent uponongoing generation and dissemination of
knowledge Nursing is an art and science
Credibility of nursing
Value Quality of service
Requires a sound knowledge base
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In nursing, knowledge is often based on
Tradition Authority
Trial and error
Personal experience Little research is done outside the
requirements of academia
Clinical studies few and far between Underlying problem: education
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Attitude: own experience
B Tech Nursing students
Core component
Protocol
2003 topic: knowledge andattitude of registered nursesregarding research
In 9 units 16
Serious lack of researchknowledge
Why?
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South African Nursing Council:
Nursing science is a human clinical health sciencethat constitutes the body of knowledge for thepractice of persons, registered or enrolled under
the Nursing Act as nurses or midwifes. Withinthe parameters of nursing philosophy and ethicsit is concerned with the development ofknowledge(my accentuation) for the nursingdiagnosis, treatment and personalised healthcare of persons exposed to, suffering, orrecovering from physical or mental ill-health.
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Focus
Few aspects of the definition
clinical health, nursing diagnosis, treatment,health care and individuals, groups and
communities. The focus is on people with ahealth-related problem that they can assistand care for in some way, be it preventative,promotive, curative or rehabilitative
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Thinking is demarcated along specific
interventions Masters of discipline
Knowledgeable and comfortable in role of
a registered nurse Safe practitioners of the art and science of
nursing
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But?
Definition of Nursing: development ofknowledge
Registered nurses are charged with notonly using existing knowledge, but also todevelop new knowledge
Method for doing so: research
No specific category
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Research: taught how?
Conceptual framework:
theoretical knowledge of
research scientific writing
psychological support
experiential learning
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Background
B Tech Nursing programme Registered nurses Research is a core programme
Composition variable Work
Age
Experience
Common attributes: Registered nurses
Exposure to a taught research programme No research engagement after registration
Willingness: 7,5
Ability: 3
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Experiential learning
Scientific writing skillsTheoretical knowledge
Research
Psychological support
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Conceptual framework
Theoretical knowledge How much?
Use of textbooks
Open book discipline
Apply principles in: drafting an accountable proposal
implementing the research
writing a scientific report
Application and synthesis is the cognitive levelsrequired of the student, not memorising
Core lecture: 11 decision model
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11-Decision modelResearch components
Research problem
Purpose and aims
Theoretical basis of study
Strategy
Context
Research design
Population
Data gathering
Data analysis
Reliability and validity / trustworthiness
Concepts
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11 Decision model
Coherence of choices in terms of researchproblem
Start writing proposal only after all 11
decisions have been approved Writing becomes less frustrating
Bridge to writing:
Concepts = background 11 decision = basis of proposal
What to write is now known
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Scientific writing
Writing is part of nursing, but style ofwriting is of a direct nature, directly statingan observed problem or action taken
Sentences short and often incomplete
Learning activity: 300 words
English second language Scientific writing is a skill
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Scientific writing
Instruction in scientific writing pre-plannedcurriculum
Specific objectives
Assessment criteria Develop learning activities to assist students
Writing assignments
Macro and micro organisation of a scientific document
Citation and references Structured approach
How to write is now known
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Psychological support
Most crucial of the four pillars
Address feelings of insecurity to changenegative attitude
Acknowledge the negative feelings
Emphasise the importance of the researchrole of nurses, because students have
never internalised this role Have an open door policy
Be a role role model; be a researcher
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Student's fee lings after first attempt
to write a research proposal
0.0 10.0 20.0 30.0
Incompetent
Confused
Frustrated
Lost
Challenged
Positive
%
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Experiential learning
Without doing research and becomingexperienced to some extent before theycomplete the module, students will still not
overcome their negativity regardingresearch
Accomplish specific outcomes
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Specific outcomes
Enhancement of scientific writing assignments Development of a data gathering instrument Analysing quantitative and qualitative data
Writing letters of consent Writing the group proposal that is implemented,the data analysed and a scientific report written.
Writing of an abstract
Drafting a proposal of the students own choice. Presenting the proposal and evaluating co-students proposals
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Role of facilitator
Knowledgeable researcher
Published author
Psychological supporter Research role model
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Conclusion The four pillars of the conceptual framework are
of equal importance
There are no research role models in the clinicalsetting
Registered nurses furthering their careers aremost prone to uncertainty
Acknowledge feelings of confusion andincompetence
With good planning, even if the facilitator is stillinexperienced, success in teaching researchcould be achieved