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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Appreciation of the Research-Practice Link: Authentic Learning Environments for Writing-Intensive Nursing Courses
Melissa L Horning1, Ryan Schneider, Barbara Beacham
1About the Authors Melissa L. Horning, PhD, RN, PHN, Barbara Beacham, PhD, RN, Anne C. McKechnie, PhD, RN, IBCLC, and Laura Kirk, PhD, RN, are faculty at the School of Nursing, University of Minnesota, Minneapolis, Minnesota. Ryan Schneider, BSN, RN, was an undergraduate research assistant on the grant and project during his BSN program in the School of Nursing, University of Minnesota. Daniel Emery, PhD, is assistant director, Writing Across the Curriculum, Center for Writing, University of Minnesota. Ruth Lindquist, PhD, RN, ACNS-BC, FAAN, is professor emeritus, School of Nursing, University of Minnesota. This study was supported by a grant from Interdisciplinary Studies in Writing, Center for Writing, University of Minnesota. For more information, contact Dr. Horning at horn0199@umn.edu.
Abstract:
Undergraduate students often perceive a disconnect between research and nursing practice. To support student understanding of this relationship, an innovative, authentic learning environment was created in a writing-intensive, capstone-level nursing course. Authentic learning environments couple real-life situations/simulations with personal, experiential learner engagement. Students completed pre- and postsurveys assessing their beliefs about and confidence in using research to inform practice. Quantitative and open-ended qualitative responses were analyzed with inferential statistics and conventional content analysis techniques, respectively. Findings suggested the learning environment increased student confidence and facilitated connections between research and practice, supporting continued use and further evaluation of this approach.
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