Graduate student self-efficacy: Implications of a concept analysis

BackgroundNurses with graduate degrees play pivotal roles in nursing care, education, and research. Alarming trends of a nurse faculty shortage and high levels of graduate nursing student attrition highlight the need to better understand the experiences of graduate nursing students.PurposeThe purpose of this paper is to define the concept of self-efficacy in graduate students as it pertains to enrollment, retention, and graduation.MethodsUsing Rodgers' Evolutionary Method of concept analysis, self-efficacy was analyzed from the literature of various disciplines, including nursing.ResultsAntecedents, attributes, and consequences of self-efficacy were identified from 23 studies. Self-efficacy in graduate students is sourced by perceived, positive experiences. Its attributes are personal, malleable, goal-driven, a resource, knowledge, and trust. Graduate student self-efficacy results in productive thoughts, feelings, and actions that culminate in successful outcomes.ConclusionSelf-efficacy has been identified by researchers in other disciplines as a helpful concept for understanding why and how graduate students initiate, continue, and complete their degrees. With a dearth of research exploring nursing graduate student self-efficacy, qualitative research is needed to understand the role this concept plays in graduate nursing education. Nevertheless, the findings of this concept analysis may serve as a starting point to inform nursing graduate education practice.     

Focus group methodology: explanatory notes for the novice nurse researcher

Focus group methodology is a qualitative research approach that provides the potential for authentic quality data to be captured by using the candour and spontaneity of participants in an atmosphere of dynamic group interaction. The use of this methodology within nursing research is growing as it provides a qualitative approach that can produce quality data and can be used effectively by both experienced and novice researchers. The purpose of this paper is to provide guidance to the novice nurse researcher who may be considering using this methodology so that appropriate use is promoted and practical advice for its use may generate quality data.     

Generating Results from Qualitative Data

Recent literature in nursing research reflects a growing interest in qualitative research methods. This article discusses the process of construing results from qualitative data. Several pitfalls encountered commonly by novice researchers are presented, and strategies are suggested for avoiding or overcoming these difficulties. The importance is stressed of developing a line of reasoning in order to derive meaning from the data and to connect the results to a conceptual or theoretical base.     

Secondary analysis: a method for learning research activities

Secondary analysis may be an efficient, effective method of providing graduate students in nursing with experience in specified stages of the research process. The availability of archived data sets is increasing as are the numbers of researchers who recognize the value of sharing data with others. Thus, the development of nursing as a research-based practice can be enhanced by tapping into this source of data and asking relevant research questions that address issues in nursing.     

Seeing the forest for the trees: a qualitative synthesis project

Although qualitative studies are increasing in the discipline of nursing, their clinical application and knowledge development will be impeded unless the rich understandings revealed in these individual studies can be synthesized. Meta-synthesis is an invaluable method for accumulating knowledge from individual qualitative studies. This article describes a project focusing on qualitative synthesis that the author required her nursing students in a graduate-level research course to complete. In addition, qualitative meta-synthesis is defined, and its benefits are discussed. Then, Noblit and Hare's approach for synthesizing qualitative studies is described. The remainder of the article is devoted to explaining the actual course project and students' evaluation of the project. The benefits of having graduate students conduct a meta-synthesis are many, and as one student shared, "It was a wonderful, very interesting, and challenging way to teach us."     

Handheld computers in nursing education: PDA pilot project

Interest in the use and application of handheld technology at undergraduate and graduate nursing programs across the country is growing rapidly. Personal digital assistants (PDAs) are often referred to as a "peripheral brain" because they can save time, decrease errors, and simplify information retrieval at the point of care. In addition, research results support the notion that PDAs enhance nursing clinical education and are an effective student learning resource. However, most nursing programs lack the full range of technological resources to implement and provide ongoing support for handheld technology use by faculty and students. This article describes a 9-month pilot project for the initial use of PDAs by novice faculty and students at Simmons College.     

Developing and piloting an online graduate nursing course focused on experiential learning of qualitative research methods

Despite the turmoil of a worldwide economic crisis, the health sector remains largely understaffed, and the nursing shortage represents a major issue that jeopardizes graduate nursing education. Access to education remains a challenge, particularly in rural and remote areas. This article reports the process of developing an asynchronous online qualitative research course. This online course was piloted among 16 interdisciplinary students. Participants agreed that experiential learning was useful to understand the intricacies of qualitative research. Within this constructivist approach, students were immersed in real-life experiences, which focused on the development of skills applicable to qualitative research. Based on the findings, we suggest that constructivism and the Four-Component Instructional Design (4C/ID) model (a four-part approach for fostering the development of complex skills) represent valuable ontological and pedagogical approaches that can be used in online courses. Triangulating these two approaches is also congruent with the student-centered philosophy that underpins nursing graduate programs.     

Facilitating help-seeking through student interactions in a WebCT online graduate study program

This article discusses a qualitative research project that revealed how online health-care practitioners in a graduate studies program believe their primary source of help is other students in their class. The project was framed from a constructivist theoretical perspective and an action research approach. The participants were clinicians, such as advanced nurse practitioners, who graduated from a Master of Nursing or Master of Health Studies program offered exclusively through a WebCT online environment. The data sources included a program satisfaction survey, focus groups, and 10 individual audiotape-recorded and transcribed interviews. The data were collected over a 2 year period, analyzed for themes by two researchers, and confirmed with the participants through ongoing member-checking. The following four strategies to facilitate help-seeking interactions among online graduate study learners are presented: award marks for participation, encourage thoughtful, well-crafted introductions, create a coffee lounge, small group forums and private email within the course environment, and identify non-contributing students.     

Mentoring students and junior faculty in faculty research: A win-win scenario

The concept of mentoring in nursing has focused primarily on moving novice nurses to a more advanced level of expertise in the clinical setting. With the growing emphasis on expanding evidence-based practice in nursing, however, mentoring within the context of research is becoming increasingly important. This article describes the many reciprocal benefits of research mentoring for students, junior faculty, and senior faculty researchers as well as for colleges of nursing and nursing science. Suggestions for implementing processes that facilitate successful mentoring within a research setting also are offered.     

Undergraduate grade point average and graduate record examination scores: the experience of one graduate nursing program

Graduate nursing programs frequently use undergraduate grade point average (UGPA) and Graduate Record Examination (GRE) scores for admission decisions. The literature indicates that both UGPA and GRE scores are predictive of graduate school success, but that UGPA may be the better predictor. If that is so, one must ask if both are necessary for graduate nursing admission decisions. This article presents research on one graduate nursing program's experience with UGPA and GRE scores and offers a perspective regarding their continued usefulness for graduate admission decisions. Data from 120 graduate students were examined, and regression analysis indicated that UGPA significantly predicted GRE verbal and quantitative scores (p < .05). Regression analysis also determined a UGPA score above which the GRE provided little additional useful data for graduate nursing admission decisions.     

The use of human patient simulators: best practices with novice nursing students

Only recently have nursing educators begun to consider the enormous implications of using high-fidelity human patient simulation in general nursing education. As a first step in exploring the potential of this new technology with novice nursing students, faculty conducted a quantitative and qualitative analysis of students' reactions to a simulation. In addition, from the analysis and the review of literature, the faculty identified specific best practices for using this educational methodology with novice nursing students.     

Triangulation of communication skills in qualitative research instruments

Triangulation is a credible and useful method of conducting research which can result in an increase in both quality and quantity of data gathered The five documented types of triangulation (data, investigator, theoretical, methodological, unit of analysis) do not completely answer all the needs of nurse researchers, particularly m the field of qualitative research Using more than one method of data collection from within the same research tradition (within-method triangulation) is an accepted and effective technique Extending the concept of tnangulation to include the development of research tools leads to the proposal that the conscious use of two or three types of communication within each qualitative research instrument would improve its effectiveness over a tool which used only one type This application of 'tnangulation of communication skills' is considered withm each of the major qualitative research tools, and the benefits outlined The implications for nursing research and nurse researchers of consciously using non-verbal cues to supplement verbal information are described It is suggested that using tnangulation of communication skills in this way may improve the validity of data obtained and, if clearly documented, increase the credibility of the findings In particular, when conducting qualitative interviews, the expert use of tnangulation of communication skills will enhance the quality and quantity of data gathered To this end, novice researchers need education and practice in using communication skills to best effect, in order to ensure the validity and completeness of their findings     

Blackbirds singing in the dead of night?: Advancing the craft of teaching qualitative research

Qualitative research education, which is overly concerned with teaching content, can reduce knowledge to the technical-rational domain, and in this process, opportunities for students to be inspired and passionately engaged with the art of qualitative research are lost. Although students may acquire the characteristics of qualitative researchers by observing role models, there is much skilled teachers can do to teach students not only how to conduct research, but also how to be committed qualitative researchers. The craft knowledge of skilled teachers in facilitating these understandings, techniques, and attributes in students must be shared and discussed in meaningful ways to advance quality education and, in turn, quality nursing research. If unshared, teachers' knowledge may go unheard, and they may be left isolated, like blackbirds singing in the dead of night. In this article, the skills of "doing and being" in qualitative research are emphasized by sharing strategies the authors have used in research education. The aim is to discuss creative aspects of teaching practice that are helpful in understanding and advancing rigorous qualitative research.     

Qualitative research sampling: the very real complexities

In this article Anthony Tuckett discusses the complexities of qualitative research sampling. He analyses a research experience, together with the rationales for and limitations of qualitative research sampling. Further, he examines the reality of establishing and maintaining a purposeful/theoretical sample and how data saturation symbiotically interacts with constant comparison to guide sampling. Additionally sample limitations are countered. This paper is aimed at novice and experienced researchers in nursing interested in the practical reality of research, who are also mindful of the necessity for rigour.     

Language barriers and qualitative nursing research: methodological considerations

Aim:  This review of the literature synthesizes methodological recommendations for the use of translators and interpreters in cross-language qualitative research.
Background:  Cross-language qualitative research involves the use of interpreters and translators to mediate a language barrier between researchers and participants. Qualitative nurse researchers successfully address language barriers between themselves and their participants when they systematically plan for how they will use interpreters and translators throughout the research process. Experienced qualitative researchers recognize that translators can generate qualitative data through translation processes and by participating in data analysis. Failure to address language barriers and the methodological challenges they present threatens the credibility, transferability, dependability and confirmability of cross-language qualitative nursing research. Through a synthesis of the cross-language qualitative methods literature, this article reviews the basics of language competence, translator and interpreter qualifications, and roles for each kind of qualitative research approach. Methodological and ethical considerations are also provided.
Conclusion:  By systematically addressing the methodological challenges cross-language research presents, nurse researchers can produce better evidence for nursing practice and policy making when working across different language groups. Findings from qualitative studies will also accurately represent the experiences of the participants without concern that the meaning was lost in translation.     

Integrating experienced and novice nurses into graduate home health education.

Preparing master's-level professionals in home health nursing presents challenges because nurses come to graduate programs with varying degrees of home health experience. The purpose of this study was to examine how nurses with varying experience in home health nursing are integrated into graduate clinical practicum courses. Representations of 10 home health graduate programs were surveyed regarding how they adapt their clinical practicums to meet the special needs of their novice and experienced nurses. Respondents revealed that individualization was used to meet the individual needs of students. Individualization allows for creativity in developing learning experiences that are both challenging and satisfying for the student. However, lack of consistency in the advanced practice skills of graduates, and lack of time efficiency for faculty and agency personnel can also occur. Faculty members need to share creative ways of teaching students, to identify unique opportunities for clinical experiences, and to collaborate on research.     

Using the interpretive narrative research method in interdisciplinary research projects

Researchers from different disciplines bring to a project their different perspectives of the research problem. Differences in education, experiences, and understanding create a research project that has more depth and breadth than one designed by researchers from a single discipline. The purpose of this article is to describe how faculty from two disciplines, nursing and education, used the interpretive narrative method, a qualitative research method, in a pilot project to examine issues related to the recruitment and retention of Hispanic nurses. The researchers chose the interpretive narrative method for the flexibility it offers interdisciplinary research, its power in eliciting comprehensive narratives from participants, and the possibilities it offers for analysis.     

Ethically involving students in faculty research

Students in nursing education programs have a right to privacy as they engage in their learning. At the same time, their faculty may be engaged in nursing education research in order to facilitate student learning. These two goals may conflict when faculty engage students as participants in nursing education research while at the same time facilitating their learning. Faculty as researchers with their students may encounter a conflict of interest in collecting data for their research while providing learning experiences for the same students. As a basic principle, students must be engaged as participants in an ethical manner that respects their rights for privacy. In this article, we explore the issues of faculty as researchers of their students and suggest strategies for addressing these issues.     

Ethically involving students in faculty research

Students in nursing education programs have a right to privacy as they engage in their learning. At the same time, their faculty may be engaged in nursing education research in order to facilitate student learning. These two goals may conflict when faculty engage students as participants in nursing education research while at the same time facilitating their learning. Faculty as researchers with their students may encounter a conflict of interest in collecting data for their research while providing learning experiences for the same students. As a basic principle, students must be engaged as participants in an ethical manner that respects their rights for privacy. In this article, we explore the issues of faculty as researchers of their students and suggest strategies for addressing these issues.