Teaching Research In Nursing Education Introduction: The Importance of Research in Nursing Education
Research is a cornerstone of nursing education and practice. It is vital to ensure that nursing professionals are not only consumers of research but also contributors to the development of new knowledge that can inform patient care. As healthcare continues to evolve, the ability to critically analyze and apply research findings becomes essential in ensuring that nursing interventions are evidence-based and effective. However, teaching research to nursing students presents unique challenges, as the subject is often perceived as complex, abstract, or detached from clinical practice.
Effective strategies for teaching research in nursing education involve making research both comprehensible and relevant. By integrating hands-on activities, creative analogies, and interactive learning techniques, educators can help students grasp the value of research and its practical implications. In this expanded discussion, we will explore various strategies to teach research in nursing education, followed by methods to implement these strategies to foster an evidence-based mindset in nursing students.
Strategies for Teaching Research in Nursing Education
Market Research with Cookies and Candy: Introducing the Research Process
General Description
One effective way to introduce the research process is through a tangible, relatable comparison study that can be done in the classroom. For example, using cookies or candy to lead students through the steps of the research process allows them to engage with the material in a fun, memorable way. This strategy can also be adapted to illustrate specific research concepts such as hypothesis formation, data collection, and analysis.
Preparation and Equipment
The educator will need two different objects for each student, preferably objects that can be compared in various ways (e.g., cookies or candies). Place the objects in zippered plastic bags for easy distribution. Additionally, prepare a visual guide (on a board or screen) outlining the steps of the research process.
Example of the Strategy at Work
I typically use two kinds of chocolate chip cookies because there are multiple ways to compare them—taste, texture, size, number of chips, price, and brand. I caution students not to eat the cookies until directed, piquing their curiosity. As we walk through the research process together, students brainstorm research questions such as:
- What problem are we trying to solve?
- How would we design the study to compare these cookies?
- What keywords would we include in our literature review?
- How would we sample the cookies?
The class collectively discusses sampling methods and the importance of controlling variables to maintain validity and reliability. Toward the end of the exercise, we explore more complex research concepts:
- What are the ethical implications of sampling (i.e., coercing students into participation)?
- What are the threats to internal and external validity?
- Why do businesses conduct market research, and how is this similar to nursing research?
The exercise concludes with a discussion on the practical needs that motivate research in nursing, relating the exercise back to clinical relevance.
Implementation of This Strategy
This strategy engages students by appealing to their sensory experiences with food. You can take this exercise further by encouraging students to develop their own hypotheses or research questions. For example:
- How would this comparison study look if we introduced a third type of cookie?
- What happens to the reliability of our results if some students are allergic to chocolate?
Students can also explore sampling techniques, sample sizes, and the differences between random sampling and random assignment. This simple yet effective exercise provides a strong foundation for understanding the research process and how it applies to real-world nursing scenarios.
“How Do You Pick Your Shampoo?”: Correlating Research with Decision Making
General Description
This playful strategy prompts students to think critically about the decision-making processes they use in everyday life and to correlate these processes with research and evidence-based practice in nursing. By using the familiar experience of selecting a shampoo brand, students can draw parallels between consumer research and nursing research.
Preparation and Equipment
No special equipment is needed for this exercise, but bringing pictures of popular shampoo brands or a slide showing a model with flawless hair can stimulate discussion.
Example of the Strategy at Work
I begin the exercise by showing a picture of a model with gorgeous hair and asking students what criteria they use to select their personal shampoo. We discuss factors like cost, brand reputation, recommendations from friends or stylists, marketing, and packaging. After listing these decision-making influences, I introduce the concept of evidence-based practice in nursing, which similarly involves research, data, and professional recommendations.
To deepen the discussion, I present a hypothetical scenario:
“What happens if you purchase a shampoo, use it once, and your hair turns green?” This scenario leads to a discussion of data interpretation in both nursing and consumer decisions. Just as you would question the effectiveness of a shampoo based on this negative outcome, nurses must critically evaluate the effectiveness of interventions and rely on research rather than tradition or hearsay.
Students are then encouraged to think about how media, advertising, and personal biases can influence both consumer and clinical decision-making. This exercise helps bridge the gap between the abstract nature of the research process and the tangible decisions made in everyday nursing practice.
Implementation of This Strategy
This exercise is highly versatile and can be adapted to discuss any product that students are familiar with. The goal is to highlight the parallels between everyday decision-making and the research process. Students are encouraged to consider the following:
- What role does marketing play in influencing clinical decisions?
- How do expert opinions and professional guidelines compare to peer recommendations?
- Can nurses rely on intuition alone, or is research essential for validating clinical practices?
By making research relatable, this exercise helps students see the relevance of evidence-based practice in their nursing careers.
Issues in Measurement: Understanding Reliability and Validity
General Description
Reliability (consistency) and validity (accuracy) are key concepts in research, and this strategy helps students understand their importance through hands-on measurement exercises. This activity can be particularly engaging for both nursing students and practicing nurses.
Preparation and Equipment
The educator will need simple measuring tools, such as rulers (both metric and standard), elastic bands, or other objects that can be used to measure head circumference, for example. The goal is to highlight the discrepancies that can arise from different methods of measurement.
Example of the Strategy at Work
I divide the class into small groups and give each group a set of measuring tools. Each student measures the heads of their group members using the tools provided. No further instructions are given, which allows students to choose how they measure. After the measurements are complete, the class discusses the accuracy and consistency of their methods.
Through this exercise, students quickly realize the challenges of ensuring reliability and validity in measurement, particularly in clinical settings where different tools (e.g., thermometers, blood pressure cuffs) may yield varying results.
Implementation of This Strategy
This activity is both practical and entertaining, encouraging students to engage with the material while learning essential research concepts. The exercise can be extended to include discussions on:
- The implications of unreliable or invalid data in clinical research.
- How to improve measurement accuracy in clinical practice.
- The difference between subjective and objective measurements in nursing care.
Mock Studies: Reinforcing Research Concepts
General Description
Mock Studies allow students to plan and conduct hypothetical research studies, reinforcing their understanding of key research concepts such as ethics, data collection, analysis, and interpretation. This strategy demonstrates the practical applications of research and fosters critical thinking.
Preparation and Equipment
This exercise requires access to a blackboard, flipchart, or dry-erase board to facilitate brainstorming and group discussions. Students are divided into groups and given assignments related to different phases of the research process.
Example of the Strategy at Work
In one class, we were discussing clinical practices that “bug” students. One student mentioned her discomfort with performing chest percussion on post-operative clients, questioning whether the pain inflicted outweighed the benefits. This sparked a class discussion, and we turned the issue into a research question:
“Does chest percussion effectively improve post-op outcomes?”
The students were divided into groups, each tasked with designing different aspects of the study—literature review, sampling plan, data collection methods, and ethical considerations. This collaborative approach helped students appreciate the interconnections between the various stages of research.
Implementation of This Strategy
Mock Studies can be used to address real clinical questions that students encounter during their practice. The exercise can be adapted to include the following:
- Individual assignments for students to reflect on their own experiences and propose research studies.
- Group critiques of each other’s proposed studies to refine research designs.
- An E-mail Exercise or online discussion forum where students continue the discussion and propose modifications to their study designs.
Group Research Critique: Building Critical Analysis Skills
General Description
Group Research Critique is a strategy in which students work in pairs or small groups to select and critique a nursing research article. This activity helps students develop critical analysis skills and understand the structure and components of a research study.
Preparation and Equipment
Students will need access to research articles from nursing journals. The instructor should provide a format for critiquing the article, such as a checklist or rubric. This format should focus on key elements such as study design, sample size, data analysis, and ethical considerations.
Example of the Strategy at Work
In this exercise, I provide the students with a selection of articles and allow them to choose one for critique. Alternatively, I might assign one or two articles to ensure the entire class is familiar with the content. Each group is tasked with critiquing a specific aspect of the study, such as the validity of the findings or the ethical considerations involved.
The groups then present their critiques to the class, prompting a broader discussion on the strengths and weaknesses of the study.
Implementation of This Strategy
Group Research Critique is highly adaptable to different learning environments. It can be used in academic settings, hospital education programs, or agency staff development sessions. This strategy encourages students to:
- Collaborate with peers to evaluate the quality of research.
- Discuss the potential implications of research findings on nursing practice.
- Understand the importance of evidence-based practice and its impact on patient care.
Clinical Application of Research Findings: Bringing Theory to Practice
General Description
This strategy involves using research findings to address real-life clinical situations. Students are asked to bring a research article that is relevant to their clinical practice and apply the findings to a case study provided by the instructor.
Preparation and Equipment
Students will need access to nursing research databases to find relevant articles. The instructor should prepare a case study that relates to the research topic and includes guiding questions to stimulate discussion.
Example of the Strategy at Work
I ask my students to find an article related to a clinical issue they have encountered during their practice. For example, a student may choose to research the effects of positioning on respiratory function in post-operative patients. After reading the article, the student applies the findings to a case study in class. We then discuss how the research might change or reinforce current clinical practices.
Implementation of This Strategy
This strategy bridges the gap between theory and practice by showing students how research can directly impact patient care. Students are encouraged to:
- Critically appraise research before applying its findings to clinical practice.
- Collaborate with peers to discuss the relevance and applicability of research findings.
- Reflect on how evidence-based practice can improve patient outcomes and nursing interventions.
Research Moments and Research Corners: Integrating Research into Daily Learning
General Description
Research should be integrated into every area of nursing education, not isolated to specific courses. Research Moments involve sharing current research findings in brief segments during class, while Research Corners consist of posting research summaries or abstracts on bulletin boards or electronically.
Preparation and Equipment
For Research Moments, the instructor should conduct a quick search of the nursing literature before each class and prepare a brief summary of a relevant research study. For Research Corners, summaries or abstracts can be printed or posted online for easy access.
Example of the Strategy at Work
During a class on respiratory disorders, I presented the findings of a recent study on the effectiveness of prone positioning in improving oxygenation for patients with ARDS (acute respiratory distress syndrome). This short Research Moment led to a discussion on how these findings could be applied in clinical settings.
Research Corners, on the other hand, allow students to engage with research outside of class. Summaries of key studies are posted in common areas, encouraging students to explore evidence-based practice on their own time.
Implementation of This Strategy
Research Moments and Research Corners are simple, yet effective ways to integrate research into everyday learning. These strategies:
- Encourage students to stay current with the latest research.
- Reinforce the importance of evidence-based practice in all areas of nursing.
- Provide students with opportunities to apply research findings in clinical practice.
Conclusion: Implementing Strategies for Teaching Research in Nursing Education
Teaching research in nursing education is essential for developing nurses who are critical thinkers, skilled in evidence-based practice, and capable of contributing to the advancement of the profession. By using engaging, interactive strategies such as Market Research with Cookies, Group Research Critique, and Mock Studies, educators can make research both accessible and relevant.
Through these strategies, nursing students not only learn the steps of the research process but also understand how research informs clinical decisions and improves patient outcomes. By fostering an environment that encourages inquiry, collaboration, and the practical application of research findings, educators can prepare the next generation of nurses to lead with evidence and contribute to the ongoing development of the nursing profession.