Teaching qualitative research through participatory coursework and mentorship

Author(s): Hoffart, N.

Journal/Book: J Prof Nursing. 1999; 15: Independence Square West Curtis Center, Ste 300, Philadelphia, PA 19106-3399, USA. W B Saunders Co. 331-339.

Abstract: Many doctoral programs in nursing now offer at least one course in qualitative research. Yet it remains a challenge to adequately prepare new qualitative researchers due to tack of faculty expertise and mentorship, student unfamiliarity with qualitative research when entering the doctoral program, and uncertainty as to appropriate teaching methods. The authors describe how they addressed these issues historically and in their current two-course qualitative research sequence. Accompanying reports of four studies conducted by students who completed the two-course sequence during academic year 1996 to 1997 provide evidence of the viability of the authors' approach and serve as the basis for recommendations to others who use a similar strategy for teaching qualitative research.

Note: Article Hoffart N, Univ Kansas, Sch Nursing, 3901 Rainbow Blvd, Kansas City,KS 66160 USA

Keyword(s): differentiated nursing practice; experiential learning; mentorship; nursing doctoral education; qualitative research; DIFFERENTIATED PRACTICE; PROFESSIONAL PRACTICE; MODEL; IMPLEMENTATION; CARE

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