Use of experiential methods to teach research in a pre-registration nursing curriculum

For nursing to become firmly established as a research-based profession, it is essential that all nurses are equipped with the skills to critique rese arch literature. This demands the integration of research application into nursing curricula at all levels. In order for nursing problems to be effect ively illuminated, it is important that a range of quantitative and qualita tive approaches are utilised. This necessitates teaching material from acro ss the range of relevant research paradigms. Many students commencing pre-r egistration courses have a limited knowledge of either nursing or research. Others have had a variety of previous experiences of research as a subject , some of which have generated negative stereotypes and disinterest. This p aper will explore the challenges encountered when teaching research to stud ents on a pre-registration advanced diploma course. The authors have developed a range of experiential exercises which attempt to explore research concepts in a meaningful way. The presentation of resea rch principles is followed up by formative work linked to clinical placemen ts. Discussion during feedback sessions allows for sharing of ideas and exp eriences within the group and facilitates critical reflection. The evaluation from this initiative has been positive and encouraging. A se lection of the methods used and evaluation material will be presented. (C) 1999 Harcourt Publishers Ltd.