Inventory of Nursing Education Research Literature, 1991 – 2000

2.50
Hdl Handle:
http://hdl.handle.net/10755/150405
Type:
Presentation
Title:
Inventory of Nursing Education Research Literature, 1991 – 2000
Abstract:
Inventory of Nursing Education Research Literature, 1991 – 2000
Conference Sponsor:Sigma Theta Tau International
Conference Year:2001
Conference Date:November 10 - 14, 2001
Author:Olson, Joanne, PhD
P.I. Institution Name:University of Alberta
Title:Professor
Objective: As research proliferates in nursing education, it is important to critically review published studies. The objective of our research was to produce a critical review of nursing education research (both qualitative and quantitative) that answers the central research question: “what methodologically sound research has been conducted in the area of nursing education?” In answering this question, the review provides an analysis of the quality of nursing education scholarship, identifies research problems and issues, and promotes research-based practice in teaching and learning. The inventory is the first phase of the critical review process. Design: Literature searches of major databases (CINAHL, Medline, ERIC, Embase, HealthStar, Dissertation Abstracts and Sociofile) were conducted to identify quantitative and qualitative research studies published between January 1991 and December 2000. After the abstracts/articles were assembled, they were screened using a team-generated Relevance Tool, an instrument developed to ensure that the articles met the inclusion criteria. Using the Relevance Tool, two researchers independently rated each article to determine if it met the criteria, and a final decision was made to determine if it should be included in the next phase of the study. Data were organized and stored using Procite and Excel. Sample: Quantitative and qualitative research studies relating to teaching and learning in nursing education and nursing practice and published between January 1991 and December 2000. Setting: A large Canadian university (4th largest in Canada) with 1300 nursing students enrolled in baccalaureate, masters and PhD education; part of a research program developed by Quaerito, a group of nursing faculty dedicated to research and advancement of teaching and learning in nursing education and practice. Names of Variables or Concepts: Research studies included in the inventory of Nursing Education Research Literature must 1) pertain to nursing education at the Associate Degree, Baccalaureate or Graduate levels or to patient education carried out by nurses and 2) refer to some aspect of the teaching or learning process with either teacher or learner as focus of the research. Measures/Instruments: Team generated Relevance Tool. Findings: The outcome of this research project is an Inventory, which will serve as the foundation for a systematic review of the nursing education research literature. Ultimately this work will have implications for the designing future research projects, working with and advising graduate students as well as determining the research agenda by clarifying conceptual issues and identifying gaps and strengths in this area of research. Conclusions: To be determined when project is completed. Implications: As research studies are published and nurses increasingly engage in research based practice, nurse educators also must engage in evidence-based teaching. An organized and comprehensive review of recent research needs to be conducted to provide a critique of this research and to synthesize and integrate it with existing knowledge. Such a review benefits other educators by identifying potential areas of research, tracking research trends, promoting research-based practices, and assisting in theory development and testing. This provides information on the relevance of future research questions, areas requiring replication, and/or for meta-analyses. The ultimate outcome of such a review benefits learners and health care consumers alike.
Repository Posting Date:
26-Oct-2011
Date of Publication:
10-Nov-2001
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleInventory of Nursing Education Research Literature, 1991 – 2000en_GB
dc.identifier.urihttp://hdl.handle.net/10755/150405-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Inventory of Nursing Education Research Literature, 1991 &ndash; 2000</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2001</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">November 10 - 14, 2001</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Olson, Joanne, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Alberta</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">joanne.olson@ualberta.ca</td></tr><tr><td colspan="2" class="item-abstract">Objective: As research proliferates in nursing education, it is important to critically review published studies. The objective of our research was to produce a critical review of nursing education research (both qualitative and quantitative) that answers the central research question: &ldquo;what methodologically sound research has been conducted in the area of nursing education?&rdquo; In answering this question, the review provides an analysis of the quality of nursing education scholarship, identifies research problems and issues, and promotes research-based practice in teaching and learning. The inventory is the first phase of the critical review process. Design: Literature searches of major databases (CINAHL, Medline, ERIC, Embase, HealthStar, Dissertation Abstracts and Sociofile) were conducted to identify quantitative and qualitative research studies published between January 1991 and December 2000. After the abstracts/articles were assembled, they were screened using a team-generated Relevance Tool, an instrument developed to ensure that the articles met the inclusion criteria. Using the Relevance Tool, two researchers independently rated each article to determine if it met the criteria, and a final decision was made to determine if it should be included in the next phase of the study. Data were organized and stored using Procite and Excel. Sample: Quantitative and qualitative research studies relating to teaching and learning in nursing education and nursing practice and published between January 1991 and December 2000. Setting: A large Canadian university (4th largest in Canada) with 1300 nursing students enrolled in baccalaureate, masters and PhD education; part of a research program developed by Quaerito, a group of nursing faculty dedicated to research and advancement of teaching and learning in nursing education and practice. Names of Variables or Concepts: Research studies included in the inventory of Nursing Education Research Literature must 1) pertain to nursing education at the Associate Degree, Baccalaureate or Graduate levels or to patient education carried out by nurses and 2) refer to some aspect of the teaching or learning process with either teacher or learner as focus of the research. Measures/Instruments: Team generated Relevance Tool. Findings: The outcome of this research project is an Inventory, which will serve as the foundation for a systematic review of the nursing education research literature. Ultimately this work will have implications for the designing future research projects, working with and advising graduate students as well as determining the research agenda by clarifying conceptual issues and identifying gaps and strengths in this area of research. Conclusions: To be determined when project is completed. Implications: As research studies are published and nurses increasingly engage in research based practice, nurse educators also must engage in evidence-based teaching. An organized and comprehensive review of recent research needs to be conducted to provide a critique of this research and to synthesize and integrate it with existing knowledge. Such a review benefits other educators by identifying potential areas of research, tracking research trends, promoting research-based practices, and assisting in theory development and testing. This provides information on the relevance of future research questions, areas requiring replication, and/or for meta-analyses. The ultimate outcome of such a review benefits learners and health care consumers alike.</td></tr></table>en_GB
dc.date.available2011-10-26T10:23:41Z-
dc.date.issued2001-11-10en_GB
dc.date.accessioned2011-10-26T10:23:41Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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