Traditional Research Curricula: Evidence Generators & Understanding the Research Process

2.50
Hdl Handle:
http://hdl.handle.net/10755/153563
Type:
Presentation
Title:
Traditional Research Curricula: Evidence Generators & Understanding the Research Process
Abstract:
Traditional Research Curricula: Evidence Generators & Understanding the Research Process
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 21, 2004
Author:Worral, Priscilla Sandford, PhD, RN
P.I. Institution Name:SUNY Upstate Medical University
Title:Coordinator for Nursing Research
Research texts--and the courses they support--focus on understanding steps in quantitative and qualitative research processes. This focus is not unwarranted, however, the purpose of this understanding often escapes or confuses students. Traditional research education is intended to produce evidence generators, however, it more often produces the "deer in the headlights" look when students enter undergraduate and Masters level research courses. Certainly students need a knowledge base that enables them to critique studies for adequate rigor, to know when evidence is lacking. Over-attention to scientific rigor limits time for attention to clinical relevance, forcing students to create their own bridge from course content to professional practice. This session will present a case example of the dissonance created among staff nurses who, as students, were presented with traditional research content in the classroom and, as bedside nurses, were introduced to evidence-based practice in their clinical setting.
Repository Posting Date:
26-Oct-2011
Date of Publication:
21-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleTraditional Research Curricula: Evidence Generators & Understanding the Research Processen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153563-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Traditional Research Curricula: Evidence Generators &amp; Understanding the Research Process</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">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 21, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Worral, Priscilla Sandford, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">SUNY Upstate Medical University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Coordinator for Nursing Research</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">worralp@upstate.edu</td></tr><tr><td colspan="2" class="item-abstract">Research texts--and the courses they support--focus on understanding steps in quantitative and qualitative research processes. This focus is not unwarranted, however, the purpose of this understanding often escapes or confuses students. Traditional research education is intended to produce evidence generators, however, it more often produces the &quot;deer in the headlights&quot; look when students enter undergraduate and Masters level research courses. Certainly students need a knowledge base that enables them to critique studies for adequate rigor, to know when evidence is lacking. Over-attention to scientific rigor limits time for attention to clinical relevance, forcing students to create their own bridge from course content to professional practice. This session will present a case example of the dissonance created among staff nurses who, as students, were presented with traditional research content in the classroom and, as bedside nurses, were introduced to evidence-based practice in their clinical setting.</td></tr></table>en_GB
dc.date.available2011-10-26T12:21:30Z-
dc.date.issued2004-07-21en_GB
dc.date.accessioned2011-10-26T12:21:30Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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