Teaching Q Methodology to Prelicensure Nursing Students
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Updated: Jan 1, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Angela Opsahl1, Deborah Judge, Desiree Hensel
1About the Authors Deborah Judge, DNP, RN, is an assistant professor, Indiana University School of Nursing, Columbus, Indiana. Angela Opsahl, DNP, RN, CPHQ, is an assistant professor, Indiana University School of Nursing, Bloomington, Indiana. Desiree Hensel, PhD, RN, PCNS-BC, CNE, is professor and founding dean, Curry College School of Nursing, Milton, Massachusetts. For more information, contact Dr. Opsahl at agopsahl@iu.edu.
Abstract:
Prelicensure nursing student exposure to undergraduate research education may have a significant effect on their research skills and use of evidence-based practice. There are potential benefits to introducing Q methodology to prelicensure nursing research students. Utilizing Q methodology principles and techniques, a class on Q methodology was integrated into a prelicensure nursing research and evidence-based practice course. The interactive classroom format and active student engagement in the step-by-step mock study were positive aspects of the class.
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