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Using nursing research with elders to learn the principles in an undergraduate nursing research cour

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Title: Using nursing research with elders to learn the principles in an undergraduate nursing research cour


1
Using nursing research with elders to learn the
principles in an undergraduate nursing research
course
  • Suzanne K. Beltz, PhD, APRN,BC
  • Professor
  • University of Mary Hardin-Baylor

2
supplemental materials
  • nursing research textbooks give the students the
    basic concepts for understanding the research
    process
  • in order to meet the learning needs of students
    with different learning styles additional
    materials are needed to give this content life

3
  • By using well written books and journal articles
    that describe nursing research with aging
    populations, abstract concepts can be illustrated
    and gerontological content can be illustrated in
    meaningful ways.

4
appropriate materials
  • professional journals- research journals-
    specialty journals
  • popular press texts

5
using research reports
  • be sure to choose journals that you want your
    students to be very familiar with
  • choose articles that clearly identify all of the
    components of a good research project
  • choose articles that clearly identify meaningful
    results

6
  • choose reports from both quantitative and
    qualitative research designs
  • choose studies from both institutional and
    community settings
  • represent both well and frail elderly
  • use literature that has been published within the
    past five years, modeling what you would want the
    student to use for a report

7
a strategy for using reports
  • small group work - have students work in groups
    of 2-4 to
  • identify specific research concepts described in
    the article related to older populations
  • brainstorm methods for recruiting a sample of
    aging informants
  • discuss the implications of the outcomes for
    geriatric nursing practice

8
another strategy
  • testing
  • develop a multiple choice exam that requires
    knowledge from a research report allow the
    students to copy the article placed on reserve,
    read the report prior to the test, make notes on
    the hard copy and bring it to the exam
  • give an essay question about the ethical
    components of a published study

9
example
  • Callen, B. L., Wells, T. J. (2003). Views of
    community-dwelling, old-old people on barriers
    and aids to nutritional health. Journal of
    Nursing Scholarship, 35, 257-262.
  • This report introduces networking with parish
    nurses to find a sample of older adults. Both
    quantitative and qualitative methods are
    presented as research strategies. The findings
    are easily applied to community dwelling seniors.

10
another example
  • Davis, G. C., Hiemenz, M. L., White, T. L.
    (2002). Barriers to managing chronic pain of
    older adults with arthritis. Journal of Nursing
    Scholarship, 34, 121-126.
  • Students have cared for many clients with
    arthritis by the time they take the nursing
    research course. This well-written article
    clearly presents the findings from the clients
    perspective. The components of the project are
    easily identifiable. Nursing implications are
    clear.

11
using popular press texts
  • be aware that many nursing students are not rapid
    readers, some have never read an unassigned novel
  • the text must be interesting
  • you need to have a reason to make them
    accountable (test questions, a quiz, a class
    project, etc.)

12
example
  • Snowden, D. (2001). Aging with grace What the
    nun study teaches us about living longer,
    healthier, and more meaningful lives. New York
    Bantam Books.
  • This is the best book I have found to
    demonstrate the principles of a homogenous
    population, accessing a population through a
    gate-keeper, research controls, ethical
    considerations, and the development of a research
    program.

13
pros cons
  • gerontological content is enhanced without adding
    to course objectives
  • creates student interest in healthy aging
  • does take additional preparation and evaluation
    time
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