Harrison L L, Lowery B, Bailey P
University of Alabama, Capstone College of Nursing, Tuscaloosa 35487-0358.
J Adv Nurs. 1991 Jul;16(7):807-12. doi: 10.1111/j.1365-2648.1991.tb01760.x.
This study examined changes in baccalaureate nursing students' attitudes toward and knowledge about research, following completion of a research course. The teaching methods used in the course included having students critique research articles, complete objective examinations, and work in small groups to develop research proposals. The sample of 54 students completed a pretest and two post-tests measuring research knowledge, and a pretest and one post-test measuring research attitudes. The pretest was administered at the beginning of the research course, and the first post-test was administered at the end of the course. The second post-test was administered during the students' last semester in the nursing programme. Students reported more positive attitudes toward research at the end of the programme than at the beginning of the course. Knowledge scores were significantly higher at the end of the course than at the beginning of the course or at the end of the programme. There was no differences in knowledge scores on the pretest and on the second post-test. The findings raise questions about the effectiveness of traditional research curricula in preparing baccalaureate nursing students to be competent research consumers.
本研究调查了本科护理专业学生在完成一门研究课程后，对研究的态度和知识的变化。该课程采用的教学方法包括让学生评判研究文章、完成客观测试以及分组制定研究计划。54名学生的样本完成了一项衡量研究知识的前测和两项后测，以及一项衡量研究态度的前测和一项后测。前测在研究课程开始时进行，第一次后测在课程结束时进行。第二次后测在学生护理课程的最后一个学期进行。学生们表示，在课程结束时对研究的态度比课程开始时更为积极。课程结束时的知识得分显著高于课程开始时或课程结束时。前测和第二次后测的知识得分没有差异。这些发现引发了关于传统研究课程在培养本科护理专业学生成为合格研究消费者方面有效性的问题。
