The case for an undergraduate nursing research class

3^rd Euro Nursing & Medicare Summit

July 27-29, 2015 Valencia, Spain

Cara Gallegos

Boise State University, USA

Posters-Accepted Abstracts: J Nurs Care

Abstract :

The Institute of Medicine's (IOM, 2001) report set in motion sweeping quality initiatives for reform of the healthcare system. The nursing profession responded by including core competencies of utilizing research and incorporating evidence-based practice in undergraduate baccalaureate nursing education. Yet, nursing students often struggle to recognize the importance of EBP/research and faculty struggle to engage and facilitate learning. The purpose of this pilot study was to determine whether an undergraduate nursing research class increases students� confidence in their ability to understand evidence based practice and research. Secondly, student learning was compared to see if there was a difference between content delivered in a traditional course management format or in a game-based format. One class received content through Blackboard and the other in 3D Game lab. Participants in this study filled out a short demographic questionnaire, pre/post Nursing Research Self- Efficacy Scale (NURSES), and a pre/post EBP survey (EBP-COQ). Preliminary results demonstrate that student confidence did increase from pre to post test score. Students using 3D Game lab struggled to access course information; however, preliminary results show that there were no significant differences in assignment scores. There is evidence to show that an undergraduate research course gives nursing students the skills to more effectively utilize research findings in their practice thus meeting the competencies set forth in the Essentials of Baccalaureate Education for Professional Nursing Practice (2008) and the call by the IOM (2001). Gaming is useful in K-12 education; however, the benefits may not translate to an undergraduate research class.

Biography :

Email: caragallegos@boisestate.edum