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- Title
Teaching Research in Nursing: Issues and Strategies.
- Authors
Wilson, Holly Skodol
- Abstract
Developing a scientific knowledge base for practice is repeatedly cited and promoted as critical to nursing's emergence as a professional discipline. Nursing research in health care will remain sparse, however, until inquiry becomes an integral and expertly taught component of nursing education as is clinical practice. Teaching science and inquiry presents both a compelling challenge and yet something of a mystery. It requires that we emphasize not merely the mastery of methodological techniques, the desirability of patience, accuracy and precision in the student, and a respect for existing knowledge. Scientific investigation rests on conceptual innovation, proceeds through uncertainty and failure, and eventuates in knowledge that is contingent, open to question and most importantly, hard to come by. The scientific perspective is learned by living science under a superb mentor and loving it. In this paper I summarize contemporary thinking about the teaching of research to nursing students, identify several major discrepancies between where we wish to be, and where we are in progress towards our consensual goals, and finally, offer from my experience some guiding principles designed to minimize these discrepancies and assist teachers of nursing research.
- Subjects
NURSING research; NURSING education
- Publication
Western Journal of Nursing Research, 1982, Vol 4, Issue 4, p365
- ISSN
0193-9459
- Publication type
Article
- DOI
10.1177/019394598200400403