AN EXPLORATION AND DESCRIPTION OF GRADUATE NURSING RESEARCH EDUCATION: FACTORS AND ATTITUDES INFLUENCING CHOICE OF PARADIGMS, MODELS, AND METHODOLOGIES.
Contributors: Peabody College For Teachers Of Vanderbilt University.
Published: 1992
Number of pages: 281
Subjects: Health Sciences, Nursing.; Education, Higher.; Education, Curriculum and Instruction.
Description: Opinions about the nursing profession's ongoing methodological research debate remain numerous, but little empirical work has been done to ascertain the research methods taught at the graduate level or the world view of faculty members who teach these courses. This qualitative study investigated the educational research framework of selected master's degree nursing programs. As an exploratory study, its purpose was to describe and analyze the education and socialization of graduate students into the various research paradigms and methodologies utilized in the nursing profession.

The purposive sample for this study was drawn from nine National League for Nursing accredited master's degree programs within New England. Data were gathered through document analysis of 17 research course syllabi, and in-depth interviews with 12 nurse educators who taught the research courses. Interview data were analyzed using a form of the constant comparative method.

The results demonstrated that master's level nursing research course content remains weighted more heavily on the side of quantitative research methodology. Findings from examination of the research course syllabi revealed that $11□\over2 □$times as many class content hours were devoted to quantitative as opposed to qualitative methodology. Additionally, a meager amount (approximately 4%) of class time was spent on computer education and training in conjunction with the research process.

Analysis of faculty members' interview data uncovered a wide variety of category sets. For organizational purposes these sets were divided into two major theme areas: (a) research perceptions and views related to program structure, and (b) philosophies and world views regarding nursing research education and research in nursing practice. Findings highlighted pertinent research issues and conclusions were based on an inductive analysis of the findings.

This study holds import for school of nursing administrators, faculty members, researchers, and professional nursing organizations. Specific recommendations are offered to each of these groups.

The educational process at the master's level constitutes a powerful force in preparing future nurse researchers. Nursing faculty members who teach graduate research courses hold a key role in this process. This investigation provided insights into the background, perceptions, and attitudes of the individuals who continue to shape nursing's research traditions.
Notes: Source: Dissertation Abstracts International, Volume: 53-12, Section: B, page: 6220.

Thesis (ED.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY, 1992.

School code: 0074.