Villanova University, M. Louise Fitzpatrick College of Nursing, United States of America.
Villanova University, M. Louise Fitzpatrick College of Nursing, United States of America.
Nurse Educ Today. 2020 Oct;93:104522. doi: 10.1016/j.nedt.2020.104522. Epub 2020 Jun 29.
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.
世界各地的研究人员发现，护理学生往往对临床研究持积极态度。然而，对于他们对教育研究和教学研究参与的态度知之甚少。
本研究旨在：描述护理学生对临床研究、教育研究和教学研究参与的态度；探讨选择的人口统计学和学术因素与学生态度的关系；并确定参与教学研究的促进因素和障碍。
采用具有问卷变体的收敛混合方法设计。
来自美国各地护理项目的准执照学生。
436 名年龄在 18 岁或以上的准执照学生，他们是全国护生协会（NSNA）的活跃成员。
研究参与者通过 NSNA 的电子邮件分发列表招募。护理学生完成了一份人口统计调查和三份衡量他们对临床研究、教育研究和教学研究参与态度的工具。
定量研究结果表明，护理学生对临床研究、教育研究和教学研究参与的态度普遍较为积极。作为研究助理或研究参与者的先前经验与学生在所有三个测量指标上的态度显著相关。学生认为有助于教学研究参与的因素包括提高实践的潜力、研究主题的兴趣以及个人和职业发展的机会；而时间相关的担忧则被认为是研究参与的障碍。定性数据支持了这些发现，还揭示了一些对教学研究参与的负面态度、对当前教育实践的担忧以及对教育研究定义的困惑。
本研究的结果为护理教育工作者提供了学生对教育研究的看法，这可以用来制定以学生为驱动的框架，以加强教学研究的实施。需要进一步研究，以更全面地了解这些现象，并特别关注国际学生的观点。
