Appreciation of the Research-Practice Link: Authentic Learning Environments for Writing-Intensive Nursing Courses

Melissa L. Horning, Ryan Schneider, Barbara Beacham, Anne C. McKechnie, Laura Kirk, Daniel Emery, Ruth Lindquist

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)361-363
Number of pages3
JournalNursing education perspectives
Volume41
Issue number6
DOIs
StatePublished - Nov 1 2020

Bibliographical note

Publisher Copyright:
© Lippincott Williams & Wilkins.

Keywords

  • Authentic Learning Environments
  • Baccalaureate Nursing Students
  • Research-Practice Link
  • Writing Assignments

PubMed: MeSH publication types

  • Journal Article

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