Research methods for graduate students: A practical framework to guide teachers and learners. Issue 1 (1st October 2013)

• Record Type: Journal Article
• Authors: Pearce, Patricia F.; Christian, Becky J.; Smith, Sandra L.; Vance, David E.
• Is Part Of: Journal of the American Association of Nurse Practitioners. Volume 26:Issue 1(2014)
• Page Start: 19
• Page End: 31
• Publication Date: 2013-10-01
• Subjects: Nurse practitioners -- Periodicals; Nursing -- Periodicals; 610.730692
• DOI: 10.1002/2327-6924.12080
• Languages: English
• ISSNs: 2327-6886

Abstract

<abstract abstract-type="main"> <title>Abstract</title> <sec id="jaan12080-sec-0010" sec-type="section"> <title>Purpose</title> <p>The purpose of this article is to present the <italic>Arrow Framework for Research Design</italic>, an organizing framework that facilitates teaching and learning of research methods, providing logical organization of interrelationships between concepts, content, and context of research methods, and practice application. The <italic>Arrow Framework</italic> was designed for teaching and learning research methods to facilitate progression of knowledge acquisition through synthesis.</p> </sec> <sec id="jaan12080-sec-0020" sec-type="section"> <title>Data sources</title> <p>The framework was developed over several years and used successfully to teach masters, DNP, and PhD nursing students across five universities. The framework is presented with incremental graphics and narrative for teaching.</p> </sec> <sec id="jaan12080-sec-0030" sec-type="section"> <title>Conclusion</title> <p>The <italic>Arrow Framework</italic> provides user‐friendly information, in an organized and systematic approach demonstrated as successful for teaching and learning the foundational language of research, facilitating synthesis and application in scholarly endeavors.</p> </sec> <sec id="jaan12080-sec-0040" sec-type="section"> <title>Implications for practice</title> <p>The <italic>Arrow Framework</italic> will be useful for educators and students in teaching and learning research language, relationships, and application of methods. The materials are easily adaptable to slide or paper presentation, and meet learner needs for narrative and visual presentation. Teaching research design to graduate students is critical to meet the expectation that students are to understand the scientific underpinnings of nursing science and appropriate use of evidence that are essential for well‐educated practitioners.</p> </sec> </abstract>