Ayoola Adejoke B, Adams Yenupini J, Kamp Kendra J, Zandee Gail L, Feenstra Cheryl, Doornbos Mary M
Associate Professor, Calvin College, Grand Rapids, MI, 49546.
PhD candidate at the College of Nursing, Michigan State University, East Lansing, MI.
J Prof Nurs. 2017 Mar-Apr;33(2):126-132. doi: 10.1016/j.profnurs.2016.08.011. Epub 2016 Aug 20.
Nurses are expected to deliver cost-effective, high-quality care. In order to provide this care, nurse researchers are needed to evaluate and research effective health care models and interventions. By including research concepts within a baccalaureate nursing program, interest in nursing research can be increased. The purpose of this article is to present a case study of strategies used in an undergraduate liberal arts nursing program to promote zest in research and increase the pursuit of graduate studies among baccalaureate nursing students. Using the Bronfenbrenner ecological framework, the promotion of research is categorized into microsystems (individual), mesosystems (multiple setting), exosystems (program), and macrosystem (institutional culture) levels. The microsystem level includes engagement in the classroom, engagement in one-on-one meetings, and faculty members as role models. The mesosystem involves engagement outside the classroom and encouragement from faculty members. The exosystem level describes specific learning activities and programs the nursing department utilizes such as community assessments, preconception reproductive knowledge promotion, and women supporting women. Finally, the macrosystem includes a supportive and encouraging environment. By working together, each system contributes to the students' zest for nursing research and interest in graduate studies in nursing to pursue the role of a nurse researcher.
护士需要提供具有成本效益的高质量护理。为了提供这种护理，需要护士研究人员来评估和研究有效的医疗保健模式及干预措施。通过将研究概念纳入护理学学士学位课程，可以提高对护理研究的兴趣。本文的目的是介绍一个案例研究，该案例研究涉及一所本科文科护理专业所采用的策略，以促进学生对研究的热情，并增加护理学学士学生对研究生学习的追求。运用布朗芬布伦纳生态框架，研究促进工作被分为微观系统（个人）、中观系统（多个环境）、外部系统（项目）和宏观系统（机构文化）层面。微观系统层面包括课堂参与、一对一会议参与以及教师作为榜样。中观系统涉及课堂外的参与以及教师的鼓励。外部系统层面描述了护理系所采用的特定学习活动和项目，如社区评估、孕前生殖知识推广以及女性互助。最后，宏观系统包括一个支持和鼓励的环境。通过共同努力，每个系统都有助于激发学生对护理研究的热情以及对护理学研究生学习的兴趣，以追求护士研究人员的角色。
