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An Investigation of Replication Practice in Nursing Education Research
Miriam R B Abbott1, Jami Nininger
1About the Authors Miriam R. B. Abbott, MA, RN, is an associate professor and faculty fellow, Mount Carmel College of Nursing, Columbus, Ohio. Jami Nininger, DNP, RN, is associate dean of academic affairs, Mount Carmel College of Nursing. For more information, contact Miriam R. B. Abbott at mabbott@mccn.edu .
Replication in nursing education research is explored. Conceptual replication is common, but inconsistent definitions hinder recognition, necessitating consensus and promotion of replication practices.
Area of Science:
- Nursing Education Research
- Scientific Rigor
- Replication Studies
Background:
- Replication is crucial for advancing nursing education science.
- Potential underrepresentation of replication in nursing education mirrors broader educational trends.
- Investigating replication practices is vital for future research directions.
Purpose of the Study:
- To examine the concept and practice of replication in nursing education research.
- To identify the prevalence and nature of replication within the nursing education literature.
Main Methods:
- Bibliometric analysis of Scopus and nursing education journal databases.
- Content analysis of research articles to assess replication practices.
- Utilized three distinct search strategies to ensure comprehensive data collection.
Main Results:
- Inconsistent definitions of 'replication' impede its identification in scholarly works.
- Bibliometric and content analyses indicate conceptual replication is prevalent in highly cited nursing education studies.
- Conceptual replication, while present, may not be explicitly labeled or consistently defined.
Conclusions:
- Achieving consensus on the definition of replication within the nursing academic community is recommended.
- Promoting practices that support and facilitate replication is essential for scientific advancement.
- Clearer understanding and consistent application of replication are needed to enhance the reliability of nursing education research.
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