Research on teaching research in the baccalaureate nursing curriculum

Abstract

This article is based on a review of the research literature on teaching research to undergraduate nursing students. A paucity of this research exists yet a variety of approaches are used to teach research. These approaches are categorized into 'learn by doing', 'learn by proposing to do', and 'learn by critiquing'. The strengths and weaknesses of each approach are examined. The research literature that does exist is primarily descriptive and lacks adequate sample size and methods of inquiry. Students' attitudes and knowledge towards research are described in response to various teaching methods. Larger surveys in the United States of America and abroad provide disappointing statistics concerning the utilization and the pursuit of research knowledge by nurse clinicians. Lastly, suggestions are made for further research in teaching research to baccalaureate students in order to enhance their research knowledge and commitment to research as clinicians. The Thomas-Price Inventory for evaluating research preparation on the baccalaureate level is described.