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 A 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

Funding Information:
About the Authors Melissa L. Horning, PhD, RN, PHN, Barbara Beacham, PhD, RN, Anne C. McKechnie, PhD, RN, IBCLC, and Laura Kirk, PhD, RN, are faculty at the School of Nursing, University of Minnesota, Minneapolis, Minnesota. Ryan Schneider, BSN, RN, was an undergraduate research assistant on the grant and project during his BSN program in the School of Nursing, University of Minnesota. Daniel Emery, PhD, is assistant director, Writing Across the Curriculum, Center for Writing, University of Minnesota. Ruth Lindquist, PhD, RN, ACNS-BC, FAAN, is professor emeritus, School of Nursing, University of Minnesota. This study was supported by a grant from Interdisciplinary Studies in Writing, Center for Writing, University of Minnesota. For more information, contact Dr. Horning at horn0199@umn.edu. The authors have declared no conflict of interest. Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s website (www.neponline.net).

Keywords

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

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