Jamie Qiao Xin Ng , Jing Shi Chua , Wei How Darryl Ang , Lydia Siew Tiang Lau , Jessica Raffaella Pereira , Emily Neo Kim Ang , Annelissa Mien Chew Chin , Kim Kee Toh , Suei Nee Wong , Liang Shen , Joelle Yan Xin Chua , Yong Shian Shawn Goh , Shefaly Shorey
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引用次数: 0
Abstract
Background
Crucial for shaping current and future nursing practice, early exposure to research is vital for nurses. While nursing students generally value research, many struggle with its technical aspects and application, highlighting the need for research curriculum re-evaluation.
Aim
This study aimed to (1) evaluate the effectiveness of a redesigned final-year research program in improving research skills and general self-efficacy and (2) explore nursing undergraduates' experiences regarding the redesigned program.
Design
An embedded mixed-methods study design.
Settings
A public tertiary university in Singapore.
Participants
Using convenience sampling, all the final-year nursing undergraduates were invited to participate in the study. Ninety-five undergraduates were recruited for pretest and post-test quantitative surveys and 10 of them participated in qualitative interviews to further explain the strengths and areas for improvement for the redesigned research program.
Methods
Data were collected from June 2023 to April 2024. Paired samples t-tests were used to examine differences between pre and post-test scores of general self-efficacy, research skills, and research confidence which were collected using validated questionnaires. Backward stepwise multiple linear regression was used to identify the variables that best predicted post-test research skill scores. Qualitative data were collected via semi-structured one-on-one audio-recorded interviews and analysed using thematic analysis.
Findings
Results revealed a significant increase in research skills and research confidence scores at the post-test. Higher pretest research skill scores, post-test confidence, and general self-efficacy scores predicted higher post-test research skill scores. Three overarching themes and eight subthemes related to the nursing students' experiences with the redesigned final-year research program were identified. The main themes were: 1) The Maiden Research Journey, 2) The Polar Opposites, and 3) Call for Change.
Conclusions
This study shows that providing adequate resources to support undergraduate nursing research programs builds self-efficacy and confidence in conducting research. Students ultimately found learning important research and non-research skills worthwhile. The redesigned research program enabled students to learn, manage, and conduct primary or secondary research projects, as well as develop personal traits of patience and self-discipline. Additional support in terms of personalized teaching, improved advisor guidance, and academic writing support were recommended to improve future students' learning experiences during their research journey.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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