Original Research

A conceptual framework for teaching research in nursing

SCD Wright
Curationis | Vol 28, No 3 | a960 | DOI: https://doi.org/10.4102/curationis.v28i3.960 | © 2005 SCD Wright | This work is licensed under CC Attribution 4.0
Submitted: 28 September 2005 | Published: 28 September 2005

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SCD Wright, Tshwane University of Technology, South Africa

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Abstract

Though research is often referred to the lifeblood, hallmark or cornerstone in the development of a profession (Brink, 1996:2), teaching research in Nursing is a challenge. The challenge does not just lie in teaching the subject, but in resistance and unwillingness of students to engage in the subject. In the experience of the researcher, registered nurses identify themselves with being a nurse and a caregiver; the role of researcher has never been internalised. The challenge is to achieve the outcome envisaged, namely, nurses who are knowledgeable consumers of research as well as continuous productive scholars in their application of nursing. Research generates knowledge and knowledge is the basis of caring with excellence. Nursing is an art and a science and the science must produce the knowledge upon which the art is based. The purpose of this article is to propose a conceptual framework of how to teach research in order to achieve such a successful outcome. The conceptual framework proposed in this article is based on four pillars, theoretical knowledge of research, scientific writing, psychological support and experiential learning. The importance of the research facilitator, not just as a teacher but also as a positive role model, is also described.

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