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Teaching nursing research to undergraduates: A text analysis of instructors' intentions
Author(s) -
Porter Eileen J.,
Mansour Tamam B.
Publication year - 2003
Publication title -
research in nursing and health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.836
H-Index - 85
eISSN - 1098-240X
pISSN - 0160-6891
DOI - 10.1002/nur.10078
Subject(s) - relevance (law) , session (web analytics) , psychology , narrative , nurse education , scope (computer science) , nursing research , perception , medical education , teaching method , nursing , pedagogy , medicine , computer science , linguistics , philosophy , neuroscience , world wide web , political science , law , programming language
Reviews of teaching strategies for undergraduate nursing research have been organized according to (a) the type of learning to be achieved, such as learning by doing, or (b) the specific teaching strategy, such as a poster session. For this text analysis, a new tack was taken to reveal the intentions of undergraduate nursing research instructors for student learning. Giorgi's (1985) descriptive phenomenological method was used to analyze 77 narrative reports of instructors about research teaching strategies. Seven intentions were identified, including desensitizing negative perceptions about research and stimulating collaborative learning about research . The intentions were contrasted in scope and relevance to frameworks organized according to learning goals or teaching techniques. The relevance of the intentions was considered in relation to critical trends influencing nursing education. © 2003 Wiley Periodicals, Inc. Res Nurs Health 26:128–142, 2003