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Western Journal of Nursing Research
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Educators' Experience of Teaching Nursing Research to Undergraduates

Tamam B. Mansour

Israel

Eileen J. Porter

University of Missouri, Columbia, PorterEJ{at}missouri.edu

Most research pertaining to the teaching of nursing research has focused on learning outcomes and students' attitudes toward research. Few scholars have explored what it is like to teach nursing research. The purpose of this study was to describe the experience of teaching undergraduate nursing research. Data were obtained from 12 nurse educators through e-mail interviews and analyzed using Giorgi's method of descriptive phenomenology. Four meaning units describe the experience: marketing research content, introducing the research process, enhancing student abilities to learn about research, and enhancing personal abilities to teach research. The three meaning units that focus on faculty intentions toward students are somewhat consistent with prior research but include interesting new ideas. Concerning the last meaning unit, participants reported an interest in learning about teaching strategies, advanced statistics, and informational technology. Deans and directors should explore the learning needs of such faculty and offer appropriate ongoing education.

Key Words: nursing education • teaching nursing research • undergraduate nursing students

This version was published on November 1, 2008

Western Journal of Nursing Research, Vol. 30, No. 7, 888-904 (2008)
DOI: 10.1177/0193945907312975
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