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Concept analysis as a dissertation methodology.

Moyra A Baldwin¹, Pat Rose

¹Faculty of Health and Social Care, University of Chester, Parkgate Road, Chester CH1 4BJ, United Kingdom. m.baldwin@chester.ac.uk

Nurse Education Today

|May 14, 2009

Summary

This summary is machine-generated.

The dissertation serves as an experiential research learning method, demonstrating graduateness. Concept analysis, a rigorous method, can be effectively used for dissertations to expand knowledge.

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Area of Science:

Educational Research Methods
Academic Assessment

Background:

The dissertation is a capstone project for undergraduate and postgraduate students.
It is considered the gold standard for assessing student research capabilities.
Traditional research methods are commonly employed, but alternative approaches are explored.

Purpose of the Study:

To introduce the dissertation as an experiential learning method.
To compare research and concept analysis skills required for dissertations.
To justify concept analysis as a valid dissertation research method.

Main Methods:

Comparative analysis of research and concept analysis skills.
Examination of rigor and scholarship in dissertations.
Exploration of concept analysis as a systematic and scientific inquiry.

Main Results:

Concept analysis demonstrates the rigor and scholarship typically associated with traditional research methods.
The skills required for concept analysis align with those needed for dissertation research.
Dissertations provide an opportunity to engage with novel research methodologies.

Conclusions:

Concept analysis is a justifiable and effective method for dissertations.
Universities should foster a research culture that encourages creative and novel methods.
Dissertations enable students to move beyond traditional research and explore sophisticated techniques.