Pre-licensure nursing students' attitudes toward clinical research, education research, and pedagogical research participation in the United States.
Attitudes
Mixed-methods
Nursing education research
Nursing students
Pre-licensure
Research participation
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
Oct 2020
Oct 2020
Historique:
received:
14
08
2019
revised:
07
05
2020
accepted:
24
06
2020
pubmed:
14
7
2020
medline:
23
3
2021
entrez:
14
7
2020
Statut:
ppublish
Résumé
Researchers worldwide have found that nursing students tend to have favorable attitudes toward clinical research. However, little is known about their attitudes toward education research and pedagogical research participation. The purposes of this study were to: describe nursing students' attitudes toward clinical research, education research, and pedagogical research participation; explore the association of select demographic and academic factors with students' attitudes; and identify facilitators and barriers of pedagogical research participation. A convergent mixed-methods design with questionnaire variant was used. Pre-licensure students from nursing programs throughout the United States. Four hundred and thirty-six pre-licensure students, aged 18 or older, who were active members of the National Student Nurses' Association (NSNA). Research participants were recruited using the NSNA e-mail distribution list. Nursing students completed a demographic survey and three instruments that measured attitudes toward clinical research, education research, and pedagogical research participation. Quantitative findings indicated that nursing students had generally positive attitudes toward clinical research, education research, and pedagogical research participation. Prior experience as a research assistant or a research participant was significantly associated with students' attitudes on all three measures. Factors identified by students to enhance pedagogical research participation were the potential to improve practice, research topic interest, and opportunities for personal and professional development; while time-related concerns were identified as barriers to research participation. Qualitative data supported these findings, and also revealed some negative attitudes toward pedagogical research participation, concerns about current educational practices, and confusion about the definition of education research. Findings from this study provide nurse educators with students' perspectives of education research, which may be used to develop a student-driven framework to enhance the implementation of pedagogical research. Further research is warranted to more fully understand these phenomena with explicit attention to international students' perspectives.
Sections du résumé
BACKGROUND
BACKGROUND
Researchers worldwide have found that nursing students tend to have favorable attitudes toward clinical research. However, little is known about their attitudes toward education research and pedagogical research participation.
OBJECTIVES
OBJECTIVE
The purposes of this study were to: describe nursing students' attitudes toward clinical research, education research, and pedagogical research participation; explore the association of select demographic and academic factors with students' attitudes; and identify facilitators and barriers of pedagogical research participation.
DESIGN
METHODS
A convergent mixed-methods design with questionnaire variant was used.
SETTINGS
METHODS
Pre-licensure students from nursing programs throughout the United States.
PARTICIPANTS
METHODS
Four hundred and thirty-six pre-licensure students, aged 18 or older, who were active members of the National Student Nurses' Association (NSNA).
METHODS
METHODS
Research participants were recruited using the NSNA e-mail distribution list. Nursing students completed a demographic survey and three instruments that measured attitudes toward clinical research, education research, and pedagogical research participation.
RESULTS
RESULTS
Quantitative findings indicated that nursing students had generally positive attitudes toward clinical research, education research, and pedagogical research participation. Prior experience as a research assistant or a research participant was significantly associated with students' attitudes on all three measures. Factors identified by students to enhance pedagogical research participation were the potential to improve practice, research topic interest, and opportunities for personal and professional development; while time-related concerns were identified as barriers to research participation. Qualitative data supported these findings, and also revealed some negative attitudes toward pedagogical research participation, concerns about current educational practices, and confusion about the definition of education research.
CONCLUSIONS
CONCLUSIONS
Findings from this study provide nurse educators with students' perspectives of education research, which may be used to develop a student-driven framework to enhance the implementation of pedagogical research. Further research is warranted to more fully understand these phenomena with explicit attention to international students' perspectives.
Identifiants
pubmed: 32659535
pii: S0260-6917(19)31229-8
doi: 10.1016/j.nedt.2020.104522
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
104522Informations de copyright
Copyright © 2020 Elsevier Ltd. All rights reserved.
Déclaration de conflit d'intérêts
Declaration of competing interest The authors declare no conflicts of interest.