Building the Science for Nursing Education: Vision or Improbable Dream?

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Derek Lucas
7 years ago
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1 Building the Science for Nursing Education: Vision or Improbable Dream? Marion E. Broome, Ph.D., RN, FAAN Distinguished Professor and Dean Indiana University School of Nursing

2 Historical View of Nursing Education Research First studies in nursing focused on nursing education, nurse educators and deans (1950s, 1960s, early 1970s) Mid 1970s- mid 1980s Limited studies about faculty, preceptors, clinical learning and diagnostic reasoning. Many with PhD and EdD studied phenomena in home discipline. RWJ clinical scholars program Call for research on how nurses influenced patient care (AHRQ): symptom management (pain; dypsnea; fatigue); skin care; developmental care in NICU, etc.

3 Change in Course: 1985 Founding of NCNR all funding and training now focused on clinical phenomenon PhD; DSN; DNSc programs in nursing science clinically focused dissertations T-32s funded by NINR trained nurse scientists in clinical phenomena HRSA funded programs to expand program size and type; workforce development; cursory evaluation Quantitative versus qualitative debate raged in nursing academe Nursing theories, for the most part, theoretical and untested (and remain so)

4 Where we are now: Is it evaluation, research or science?

5 Definition of Science The state of knowing Knowledge or a system of knowledge of general truths/laws that can be obtained and tested generated using the scientific method (Merriam-Webster Dictionary, 2010) The observation, identification, description, experimental investigation or theoretical explanation of phenomena (American Heritage Dictionary, 1996)

6 Lessons to Learn from History of Clinical Science Conducting research is not the same thing as a program of research Science depends on accumulation of knowledge Only those who understand (live with) the phenomenon of interest can really study it Programs of research take concentrated training in methods, innovative ideas, time, mentors, teams (intra and interdisciplinary), funding, dissemination, and value of colleagues Do we (as a discipline-or a subset of the discipline) have the will to develop a body of knowledge to support nursing education practice? Do we really value research and use evidence to guide our decisions?

7 Timing is Everything: Facilitators Qualitative/quantitative debate over (or should be) New pedagogies in place Research Priorities Funding interest from various sources Doctoral preparation expected Natural laboratories in classrooms and clinical settings Potential for multi-site research strong

8 Barriers/Challenges ½ of the workforce in undergraduate education is masters prepared-little focus on original research last 20 years Little value placed on teaching scholarship in most universities Definitions of scholarship differ Few theoretical conceptualizations of health professional student learning Lack of comfort or outreach to interdisciplinary teams Few viable models of protected time for research

9 What is the science of nursing education? (Yonge, 2005-Oermann, 2010) What has been done: CE Patient education Preceptorships Community Health Teaching and learning Faculty Characteristics 61% quant/39% qual designs 19% multi-site; 60% <100 subjects Need more focus on: Clinical teaching/learning Clinical evaluation Curriculum design More theory based, quasiexperimental inventions on innovative pedagogies

10 Funding available Direct support and funding NLN Foundation STTI Foundation Regional research societies Department of Education National Council of State Boards of Nursing Robert Wood Johnson Foundation Research training/fellowships Jonas Scholars ( Macy s Foundation Scholars ( Johnson and Johnson Leadership & Mentoring Academy (NLN) STTI Academic Nurse Leader Academy Health Information Technology Scholars (HITS)-HRSA NLN Immersion Experience in EB-NE

11 Research support in U.S. schools (Broome, Ironside, McNelis, 2011) Postcard inviting all AACN schools to participate sent in November, Web based Survey asked the following questions: How many faculty conduct research? How much is internally and externally funded? Barriers for conduct of education research Type of designs Additional support needed to stimulate research

12 What is needed next to live the vision? (discipline level) More multi-site studies using natural laboratories More meta-analyses of existing research More training opportunities for young and mid-career scholars More focused priority list to guide funding decisions More specific examples of studies that fall under the priorities A conference that specifically focuses on nursing education research to increase networking of scholars; accumulation of findings; new research methods More rigorous critique of research that is published

13 What is needed in individual schools? Teaching/learning research and scholarship should be defined; supported and valued. Acknowledge that we are spending millions of dollars each year on both effective and ineffective teaching practices-can t distinguish which is which We do not have time to build educational science as slowly as we did clinical science Our students deserve the most cost-effective, efficient and highest quality preparation-based on evidence.

14 What are your ideas?

NLN VISION: TRANSFORMING RESEARCH IN NURSING EDUCATION A Living Document from the National League for Nursing. NLN Board of Governors November 2012

NLN VISION: TRANSFORMING RESEARCH IN NURSING EDUCATION A Living Document from the National League for Nursing NLN Board of Governors November 2012 Purpose The health of the nation through improved patient