SURVEY NURSING RESEARCH EDUCATION IN THE UNITED STATES OF AMERICA : ONE APPROACH

After World War II nursing education was established wi thin tertiary education insti tutions ra th e r than in h o sp ita ls and g rad u a te programmes began to i ncrease (Chi nn & Jacobs, 1987:38). In the 1950’s nursing research rapidly progressed because of the increase of number of nurses with advanced academic preparation, the establishment of the Nursing Research journal, the availability of federal funding to support nursing research, and the upgrading of research skills in nurse educators. In the 1960’s doctoral programmes in nursing were established, and efforts seriously to consider and formulate knowledge were more apparant in nursing literature. There were three major trends in the 1970’s that encouraged the d^H>pm ent of nursing knowledge as basis for piraicc, namely: nurses started developing conceptual modelsand philosophies of practicc; the value of the application of theories from other disciplines were acknowledged, and there was a strong movement to develop theories within nursing as a discipline (Chinn & Jacobs, 1987:39 & 40). Based on these trends more nursingjournals were established with the focus on nursing research . N ursing research emphasis changed from related areas of nursing to direct patient care.

After World War II nursing education was established wi thin tertiary education insti tutions ra th e r th a n in h o s p ita ls an d g ra d u a te programmes began to i ncrease (Chi nn & Jacobs, 1987:38).In the 1950's nursing research rapidly progressed because of the increase of number of nurses with advanced academic preparation, the establishment of the Nursing Research journal, the availability of federal funding to support nursing research, and the upgrading of research skills in nurse educators.In the 1960's doctoral programmes in nursing were established, and efforts seriously to consider and formulate knowledge were more apparant in nursing literature.There were three major trends in the 1970's that encouraged the d^H >pm ent of nursing knowledge as basis for p iraicc, namely: nurses started developing conceptual modelsand philosophies of practicc; the value of the application of theories from other disciplines were acknowledged, and there was a strong movement to develop theories within nursing as a discipline (Chinn & Jacobs, 1987:39 & 40).Based on these trends more nursingjournals were established with the focus on n u rsin g rese arch .N ursing research emphasis changed from related areas of nursing to direct patient care.
In the 1980's the debate developed whether the appropriate research approach for nursing researchers lies in descriptive, qualitative methods or in more controlled quantitative procedures.The current approach is that both types of research approaches are needed to develop a scientific base for nursing practicc.
In the U nited S tate s o f A m erica recent developments contribute to and support nursing research.These include the: * establishm ent o f a National Center for Nursing Research w ithin the National Institutes of Health;  , 1990-1992:231).

Siudente w ord g eso sia liseer ten opsigte van die belong van navorsing en d ie in te rn a lise rin g van die n avorsingsproses. Qm dat teorie tegelykertyd met praktiese opdragte a a n g e b ie d w o rd in d ie verpleegnavorsingsproses word die student die geleentheid gegun om die w e rk lik h e id va n n a vo rsin g e e rste h a n d s te e r v a a r en die navorsingsproses 'n integrate deel van die professionele raamwerk van verwysings in verpleegkunde te made. In verp leeg k u n d e w o rd teo rie, p r a k ly k en n a vo rsin g as interafhanklik van mekaar beskou.
In the following discussion the approach to nursing research education on undergraduate and graduate level will be highlighted within the broader framework of the curriculum.

NURSING RESEARCH EDUCATION IN TIIE UNDERGRADUATE CURRICULUM (Oral Roberts University, 1990-1992:235-237)
The undergraduate curriculum in nursing will be outlined broadly as the context wherein nursing research education takes place and then nursing research education in the undergraduate curriculum will be discussed specifically.

UNDERGRADUATE CURRICULUM IN NURSING
At the baccalaureate level of nursing education the theory of Nursing for the Whole Person provides the structure within which the student is enabled to synthesize knowledge and apply it to nursing practice by means of the nursing process to assist the individual, family, and community to promote, maintain and restore health (Oral Roberts University Anna Vaughn School of Nursing, 1990:230).
This curriculum takes a minimum of four years to complete.The curriculum consists of a liberal arts core, prerequisite courses and professional nursing courses which consist of the following subjects: Liberal

UNDERGRADUATE NURSING RESEARCH EDUCATION (Oral Roberts University Anna Vaughn
School o f Nursing, 1990:174).

NURSING RESEARCH EDUCATION IN TH E GRADUATE CURRICULUM
Nursing for the Whole Person theory provides the structure within which the student learns to test hypotheses and generate know ledge essential for the practice of nursing through a hypothetico-deductive process to assist the individual, family or community to promote, maintain and restore health (Oral Roberts University Anna Vaughn School of Nursing, 1990:230).

A
The graduate curriculum will be b rd^P y outlined and then the nursing research education specifically highlighted.

GRADUATE CURRICULUM IN NURSING
The   Students investigate a professional nursing issue and its impact on the delivery of health care and debate both sides of the issue as a group.

TA BLE 2 Research Component in the Graduate Nursing Curriculum: Sample learning experiences indicated for each course
The students research a trend and its impact on the health care needs of society illustrated as a prediction in a poster format.
Students plan, implement, and evaluate an existing human service program utilizing an evaluation research model.
Research findings are utilized and tested in the process of providing consultation to a selected R.N.
The ten hour per week for eight weeks practicum experience in a clinical nurse specialist role provides opportunities for the student to derive from the practice setting propositions which are then systematically tested and recorded in their role implementation log.
Implementation of the clinical nurse specialist role involves the analysis of research findings and the testing of these findings for resolution of an identified clinical delemma.
Nursing theories are tested in a written project whereby students identify an administrative dilemma in a clinical setting and project a resolution.
ONUR Students write a research problem identification paper and a research proposal.
Students write a research proposal based on the theoretical framework.
Student develops a research design, including data collection instruments, a proposed analysis, and interpretation of data.
An aspect of the theory of Nursing for the Whole Person is tested in the research conducted by the students and reported in their master's theses The student implements a research proposal and evaluates research findings in relation to the theoretical framework of the School.
Each student makes a poster of presentation of the research completed for their master's thesis.Related O ther Courses sequence : Healing Team Perspectives (Semester 1, second year), Role Specialization -Clinical Specialist, Educator and A dm inistrator (Sem ester 3, second year), Practicum in Role Specialization ( Semester 4, second year).

CONCLUSION
Nursing research education is an integral part of the undergraduate and g raduate nursing programmes at Oral Roberts University Anna V au g h n S ch o o l o f N u rsin g .In the undergraduate nursing programme the focus is on mastering the research process and utilizing research findings in nursing care planning.
In the graduate nursing programme the focus is on utilizing the hypothetico-deductive process of reasoning to formulate and test hypothesis based on Nursing for the Whole Person theory and generate new knowledge that can be utilized in nursing practice, nursing education and nursing research.
Students arc socialized to the importance of research and to internalize the research process.Because theory is given concurrently with practical assignments in the nursing research education process the student is given the opportunity tocxperience the reality of research at first hand and make the research process an integral part of the professional framework of reference in nursing.In nursing -theory, p r a c tic e an d re s e a rc h are v ie w e d as interdependent of each other.

BIBLIOGRAPHY
A rts C o re: These subjects, taken from the first to the sixth semester during the first three years of the curriculum, include English, C om m unication A rts, H um anities, Bible, Theology, Chemistry, Biology, Mathematics, American History, Government, Health and Physical Education and Recreation.P rerequisiteC ourses: These courses are taken from the first semester to the fourth semester over the first two years of the curriculum.S u b je c ts in c lu d e C h e m is try , B io lo g y , Sociology, Psychology, Sociology : Marriage and Family, Nutrition, Human Growth and Development and Physiology.Professional N ursing C ourses w hich are studied from the fourth semester to the eighth semester during the last two-and-a-half years.Subjects include The Nursing Process, Family N u rs in g in th e C h ild B e a rin g P h ase , Community Mental Health Nursing, Nursing in the Child Rearing Phase, Nursi ng for Individual W holeness, Socialization to the Nursing Profession, Critical Care Nursing for the Whole Person, Leadership in Nursing, Research Senior Paper I, and Research Senior Paper II.
curriculum takes a minimum of two years to complete and consists of a Nursing Theory sequence, Functional Role sequence, Research sequence and Related Other course sequence (O ral R o b e rts U n iv e rsity , 1 9 90-1992 : 244-247).These courses are made up of the following subjects: N u rsin g T heory sequence : Theories in Nursing (Semester 1, first year), Nursing Theory for Individual, Family or Community (Semester 2, first year), Theory in Area of Specialization -Individual : Critical Care or G erontology; Fam ily, Child, Com munity Health or Community Mental Health (Semester 3, se co n d y ea r), P ra cticu m in A rea of Specialization (Semester 4, second year).F u n c tio n a l K ole se q u en c e : N u rsin g Leadership (Semester 1, first year), Leadership Roles and Processes (Semester 2, first year).the curriculum for Undergraduate Nursing Education : Sample Learning Experiences indicated for each course (oral Roberts University, Anna Vaughn, School of Nursing, 1990:180-188)

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esearch sequence : S p c c ia l T o p ic s, Advanced Statistics (Semester 1, first year), Nursing Research Seminar (Semester 2, first y e a r), N u rsin g R e search M e th o d o lo g y (Semester 3, second year), Indcpendent Nursi ng Research (Semester 4, second year).
Cl IINN P L AND JACOBS M K 1987: Theory and nursing.St. Louis : CV Mosby.ORAL RO BERTS UNIVERSITY ANNA VAUGHN SCHOOL OF NURSING, 1990: Self Study Report, submitted to the council o f B a cc ala u reate and H igher D egree Programmes, National League for Nursing, August 1990.Volume I -Narrative by Criteria.Tulsa, Oklahoma : Oral Roberts University Anna Vaughn School of Nursing.