Describes a master's-level nursing research course taught entirely online, including instructional design considerations (faculty commitments, technical issues, library resources, intellectual property), process (student expectations, participation), and evaluation design. (SK)

Research mentoring during team projects can benefit nursing students, junior faculty, and senior researchers. Key factors for research mentoring include setting clear project goals, defining expectations for proteges, establishing and maintaining good team communication, and sharing values about nursing and research. (Contains 24 references.) (SK)

Survey responses from 67 of 100 accredited nursing baccalaureate programs indicated that fewer than 11% require research methods for freshmen/sophomores; all required a separate research course and 63.5% a statistics course; only one-third required research articles as references for papers and care plans; and 93.7% assigned critiques. (JOW)

A group of 44 graduate nursing students were taught using the Internet and 53 via lectures. There were no significant differences in scores or satisfaction. However, Internet students were significantly more stimulated to learn; 73% attended at least 3 of 10 lectures although they were not required to. (SK)

Review of eight studies evaluating strategies for teaching nursing research found they emphasized contextual rather than internal or external validity. A typology for research on teaching strategies was proposed using the categories of purpose, methodological assumptions, types of validity, and sample size. (Contains 45 references.) (SK)

MTutor is a web-based online tutorial that provides a nursing research problem, online resources, multiple-choice questions, and an evaluation survey. Student nurses (n=60) found it easy to use and felt that it reinforced classroom learning and enhanced their understanding of research design. (SK)

A survey of 87 doctoral nursing education programs in the United States found that 71 issue doctorates of philosophy, 7 doctorates of nursing science, 4 nursing doctorates, 4 doctorates of science-nursing, and 1 doctorate of education. Consensus on degree names and program definition, scope, and resources is needed. (Contains 16 references.) (JOW)

Responses from 65 of 82 nursing schools with doctoral programs indicated that 56 have research support offices. The degree of investment in research support varied widely. The large number of schools receiving no National Institutes of Health funding suggests a need to consider research services in the context of faculty interest and motivation…

Nursing research centers help strengthen faculty research capability, improve research education, and facilitate collaborations and use of resources. The director plays a pivotal role in securing funding, nurturing new researchers, and overseeing ethical behavior in human subjects research. (SK)

Presents a scholarship model as an invitation to scholarship development in nursing. The model is useful for faculty self-evaluation and peer review, for orienting students to their own scholarly evolution, and to define criteria for graduate student projects. (Contains 21 references.) (Author/JOW)

The Minority International Research Training Program pairs minority nursing students with faculty mentors at international sites for short-term research. A total of 26 undergraduate, 22 graduate, and 6 postdoctoral students have participated. Challenges include recruitment, orientation, and preparation of students; identification and preparation…

Graduate courses in scientific integrity typically cover responsible authorship, conflict of interest, handling of misconduct, data management, and treatment of human and animal subjects. Carefully prepared and used case studies are an appropriate teaching method. (SK)

Describes the model of funding and socializing doctoral students that has been used by the School of Nursing at the University of Wisconsin-Madison. Explains the goal of the program--to educate persons who can conduct research that will contribute to the scientific knowledge base of nursing. (Author/JOW)

Discusses the potential of focus groups to address balance of power and empowerment issues in nursing research. Explains the need to involve diverse stakeholders in curriculum development, student evaluation, and appraisals of students' perceptions of their experiences. (Contains 52 references.) (SK)

Nursing students used a research module either in self-study groups (n=6) or class sessions (n=6). There were few differences in knowledge or attitudes. Overall, the ratings were higher for those in the taught class rather than self-study. (SK)