Abstract
This study aimed to investigate reasons of undergraduate nursing/midwifery students’ engagements in scientific activities.This cross-sectional descriptive study was conducted during V. National Nursing Students Congress in Urfa. The sampleincluded 133 of 550 registered students who were available and accepted to participate. Data were collected by meansof a questionnaire including 36 questions about demographics, scientific activities and reasons of students during sessionsby self-report. The average age of students was 22 and 95% of them were female. 72.9% of the students were attendedat a congress the first-time and 86.5% were attendent at least one study. They said that they carried out research becausethey want to improve themselves (73.7%), learn how to do a research (57.9%) and contribute to improvements of theirprofessions (44.4%). 79.7% of participants have decided to do the research and 43.6% have determined the study issuesthemselves. They were supported by their advisors (98.4%) and friends (53.5%) for their scientific activities, and 91.3%of participants found their advisors’ supports sufficient. 67.7% of attendants have also got economical supports and70% of them were supported by their families. Students said that their problem solving skills are improved by doingresearch (66.9%), they learned teamwork (66.2%), writing and communication (57.9%), but lack of sufficient time wastheir major problem (84.2%). A significant number of students wanted to maintain their scientific activities to makeacademic career (92.5%) and practice their profession (89.5%) in the future. Findings suggest that almost all of theparticipants desired to do the research to resume their scientific activities and to have an academic career. Further, it isclear that academic activities let the students gain some skills like problem solving and team-work. Therefore, it wassuggested that nursing and midwifery students should be allowed time for and supported in their academic activities.
References
- Kozeracki CA, Carey MF, Colicelli J, Levis-Fitzgerald M. An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs. CBE Life Sci Educ. 2006; 5(4): 340-7.
- Davis-Floyd R. Ways of knowing. Open and closed systems. Midwifery Today Int Midwife. 2004; Spring (69): 9-13.
- Goldman N, Glei DA. Evaluation of midwifery care: results from a survey in rural Guatemala. Soc Sci Med. 2003; 56(4): 685-700.
- Kuuppelomäki M, Tuomi J. Finnish nurses’ views on their research activities. J Clin Nurs. 2003; 12(4): 589600.
- Dower CM, Miller JE, O’Neil EH. The Task Force for Midwifery. Charting a course for the 21st century: The future of midwifery. San Francisco: CA, Pew Health Professions Commission and the UCSF Center for the Health Professions; 1999.
- McKendry R, Langford T. Legalized, regulated, but unfounded: midwifery’s laborious professionalization in Alberta, Canada, 1975-99. Soc Sci Med. 2001; 53(4): 531World Health Organization. Nursing and midwifery services. Strategic directions 2011-2015. Geneva: WHO/HRH/HPN/10.1; 2010.
- Abushaikha L. Midwifery education in Jordan: history, challenges and proposed solutions. J Int Womens Stud. 2006; 8(1): 185-93.
- Neglia HB. The future of midwifery education. Midwifery. 2003; 19(1): 3-9.
- Allen L. The nursing shortage continues as faculty shortage grows. Nurs Econ. 2008; 26(1): 35-40.
- Bevill JW, Cleary BL, Lacey LM, Nooney JG. Educational mobility of RNs in North Carolina: who will teach tomorrow's nurses? Am J Nurs. 2008; 107(5): 60Booth RZ. The nursing shortage: a worldwide problem. Rev Lat Am Enfermagem. 2002; 10(3): 392-400.
- Seldomridge LA. Attracting students to the professorate: a faculty shadowing experience. Nurse Educator. 2004; 29(6): 256-9.
- Zurn P, Dolea C, Stilwell B. Nurse retention and recruitment: developing a motivated workforce. Geneva: ICN; 2005.
- Karaoğlu L, Çelebi E, Pehlivan E. Nursing, midwifery and health officer programs undergraduate students’ attitudes towards their future career: Motivating/demotivating professional characteristics and career preferences. İnönü Ünv Tıp Fak Derg. 2007; 14(4): 219-25.
- Chopin SF. Undergraduate research experiences: the translation of science education from reading to doing. Anat Rec (New Anat.). 2002; 269(1): 3-10.
- Parahoo K. Research utilization and attitudes towards research among psychiatric nurses in Northern Ireland. J Psychiatr Ment Health Nurs. 1999; 6(2): 125-35.
- Zier K, Stagnaro-Green A. A multifaceted program to encourage medical students' research. Academic Medicine. 2001; 76(7): 743-7.
- Clark K, Stanforth D, Humphries MP. Teaching undergraduate nursing research. A collaborative approach. Nurse Educator. 2009; 34(1): 9-11.
- Atalay M. Hemşirelik yüksekokulu öğrencilerinin hemşireliği isteyerek seçip seçmeme durumları ile okuldaki başarıları arasındaki ilişkinin açıklanması. I. Ulusal Hemşirelik Eğitimi Sempozyumu; 1986; İstanbul. İstanbul: Hilal Matbaası; 1988. s. 117-24.
- Buzlu S, Kutlu Y. İ.Ü. Florence Nightingale Hemşirelik Yüksekokulu öğrencilerinin hemşireliğe ve mezuniyet sonrasına ilişkin düşünceleri. IV. Ulusal Hemşirelik Eğitimi Sempozyumu; 1997; Kıbrıs. İstanbul: Çevik Matbaacılık; 1999. s. 64-8.
- Fadıloğlu Ç, Yılmaz D, Esen A, Karadakovan A. Ege Üniversitesi Hemşirelik Yüksekokulu Öğrencilerinin eğitim sorunları ve mesleksel beklentilerinin saptanması. I. Ulusal Hemşirelik Eğitimi Sempozyumu; 1986; İstanbul. İstanbul: Hilal Matbaası; 1988. s. 169
- Güdük M, Erol Ş, Yağcıbulut Ö, Uğur Z, Özvarış ŞB, Aslan D. Ankara'da bir tıp fakültesi'nde okuyan son sınıf öğrencilerde tükenmişlik sendromu. STED. 2005; 14(8): 169-73.
- Nesanır N, Yaslı G, Gökel G, Çakmak H, Demirtaş H, Dizen E, ve ark. Celal Bayar Üniversitesi Tıp Fakültesi öğrencilerinin mezuniyet sonrası çalışma koşulları hakkındaki bilgi ve düşünceleri. STED. 2007; 16(6): 79Ünsar S. Trakya Üniversitesi Edirne Sağlık Yükseokulu son sınıf öğrencilerinin lisansüstü eğitim hakkında görüş ve düşünceleri. İstanbul Ünv Florence Nightingale HYO Derg. 2005; 13(54): 1-8.
- Hata M, Derebent E, Rukiye Y. Hemşirelik öğrencilerinin lisansüstü eğitim ile ilgili görüş ve düşünceleri. 6. Ulusal Hemşirelik Öğrencileri Kongresi (Uluslararası Katılımlı); 2007; İstanbul. s. 164.
- Akgün Kostak M, Aydın H. Hemşirelerin lisansüstü eğitim hakkındaki görüş ve düşünceleri. 6. Ulusal Hemşirelik Öğrencileri Kongresi (Uluslararası Katılımlı); 2007; İstanbul. s. 258.
- Björkström ME, Johansson IS, Hamrin EKF, Athlin EE. Swedish nursing students’ attitudes to and awareness of research and development within nursing. J Adv Nurs. 2003; 41(4): 393-402.
- Happell B. When I grow up I want to be a…? Where undergraduate student nurses want to work after graduation. J Adv Nurs. 1999; 29(2): 499-505.
- Kloster T, Hİie M, Skår R. Nursing students’ career preferences: a Norwegian study. J Adv Nurs. 2007; 59(2): 155-62.
- Rognstad MK, Aasland O, Granum V. How do nursing students regard their future career? Career preferences in the post-modern society. Nurse Educ Today. 2004; 24(7): 493-500.
- Tanner J, Hale C. Research-active nurses' perceptions of the barriers to undertaking research in practice. J Res Nurs. 2002; 7(5): 363-75.
- Gordon C. Exploring the new specialty of clinical research nursing. Nursing Times. 2008; 104(29): 34-5.
- Spilsbury K, Petherick E, Cullum N, Nelson A, Nixon J, Mason S. The role and potential contribution of clinical research nurses to clinical trials. J Clin Nurs. 2007; 17(4): 549-57.
- Stephens-Lloyd A. The extended role of the clinical research nurse: Building an evidence base for practice. J Res Nurs. 2004; 9(1): 18-27.
- Gordon S, Nelson S. An end to angels. Am J Nurs. 2005; 105(5): 62-9.
Abstract
This study aimed to investigate reasons of undergraduate nursing/midwifery students’ engagement in scientific activities. This cross-sectional, descriptive study was conducted during V. National Nursing Students Congress in Urfa. The sample included 133 of 550 registered students who were available and accepted to participate. Data were collected by means of a questionnaire including 36 questions about demographics, scientific activities and reasons of students during sessions by self-report. The average age of students was 22 and 95% of them were female. Of students 72.9% were attended at a congress the first-time and 86.5% with at least one study. They said that they carried out research because they want to improve themselves (73.7%), learn how to do a research (57.9%) and contribute to improvements of their professions (44.4%). Of participants 79.7% have decided to do the research and 43.6% have determined the study issues themselves. They were supported by their advisors (98.4%) and friends (53.5%) for their scientific activities, and 91.3% of participants found their advisors’ supports sufficient. 67.7% of attendants have also got economical supports and 70% of them were supported by their families. Students said that by doing research their problem solving skills are improved (66.9%), they learned teamwork (66.2%), writing and communication (57.9%), but lack of sufficient time was their major problem (84.2%). A significant number of students wanted to perpetuate their scientific activities to make academic career (92.5%) and practice their profession (89.5%) in the future. Findings suggest that almost all of the participants desired to do the research to resume their scientific activities and to make academic carrier.
References
- Kozeracki CA, Carey MF, Colicelli J, Levis-Fitzgerald M. An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs. CBE Life Sci Educ. 2006; 5(4): 340-7.
- Davis-Floyd R. Ways of knowing. Open and closed systems. Midwifery Today Int Midwife. 2004; Spring (69): 9-13.
- Goldman N, Glei DA. Evaluation of midwifery care: results from a survey in rural Guatemala. Soc Sci Med. 2003; 56(4): 685-700.
- Kuuppelomäki M, Tuomi J. Finnish nurses’ views on their research activities. J Clin Nurs. 2003; 12(4): 589600.
- Dower CM, Miller JE, O’Neil EH. The Task Force for Midwifery. Charting a course for the 21st century: The future of midwifery. San Francisco: CA, Pew Health Professions Commission and the UCSF Center for the Health Professions; 1999.
- McKendry R, Langford T. Legalized, regulated, but unfounded: midwifery’s laborious professionalization in Alberta, Canada, 1975-99. Soc Sci Med. 2001; 53(4): 531World Health Organization. Nursing and midwifery services. Strategic directions 2011-2015. Geneva: WHO/HRH/HPN/10.1; 2010.
- Abushaikha L. Midwifery education in Jordan: history, challenges and proposed solutions. J Int Womens Stud. 2006; 8(1): 185-93.
- Neglia HB. The future of midwifery education. Midwifery. 2003; 19(1): 3-9.
- Allen L. The nursing shortage continues as faculty shortage grows. Nurs Econ. 2008; 26(1): 35-40.
- Bevill JW, Cleary BL, Lacey LM, Nooney JG. Educational mobility of RNs in North Carolina: who will teach tomorrow's nurses? Am J Nurs. 2008; 107(5): 60Booth RZ. The nursing shortage: a worldwide problem. Rev Lat Am Enfermagem. 2002; 10(3): 392-400.
- Seldomridge LA. Attracting students to the professorate: a faculty shadowing experience. Nurse Educator. 2004; 29(6): 256-9.
- Zurn P, Dolea C, Stilwell B. Nurse retention and recruitment: developing a motivated workforce. Geneva: ICN; 2005.
- Karaoğlu L, Çelebi E, Pehlivan E. Nursing, midwifery and health officer programs undergraduate students’ attitudes towards their future career: Motivating/demotivating professional characteristics and career preferences. İnönü Ünv Tıp Fak Derg. 2007; 14(4): 219-25.
- Chopin SF. Undergraduate research experiences: the translation of science education from reading to doing. Anat Rec (New Anat.). 2002; 269(1): 3-10.
- Parahoo K. Research utilization and attitudes towards research among psychiatric nurses in Northern Ireland. J Psychiatr Ment Health Nurs. 1999; 6(2): 125-35.
- Zier K, Stagnaro-Green A. A multifaceted program to encourage medical students' research. Academic Medicine. 2001; 76(7): 743-7.
- Clark K, Stanforth D, Humphries MP. Teaching undergraduate nursing research. A collaborative approach. Nurse Educator. 2009; 34(1): 9-11.
- Atalay M. Hemşirelik yüksekokulu öğrencilerinin hemşireliği isteyerek seçip seçmeme durumları ile okuldaki başarıları arasındaki ilişkinin açıklanması. I. Ulusal Hemşirelik Eğitimi Sempozyumu; 1986; İstanbul. İstanbul: Hilal Matbaası; 1988. s. 117-24.
- Buzlu S, Kutlu Y. İ.Ü. Florence Nightingale Hemşirelik Yüksekokulu öğrencilerinin hemşireliğe ve mezuniyet sonrasına ilişkin düşünceleri. IV. Ulusal Hemşirelik Eğitimi Sempozyumu; 1997; Kıbrıs. İstanbul: Çevik Matbaacılık; 1999. s. 64-8.
- Fadıloğlu Ç, Yılmaz D, Esen A, Karadakovan A. Ege Üniversitesi Hemşirelik Yüksekokulu Öğrencilerinin eğitim sorunları ve mesleksel beklentilerinin saptanması. I. Ulusal Hemşirelik Eğitimi Sempozyumu; 1986; İstanbul. İstanbul: Hilal Matbaası; 1988. s. 169
- Güdük M, Erol Ş, Yağcıbulut Ö, Uğur Z, Özvarış ŞB, Aslan D. Ankara'da bir tıp fakültesi'nde okuyan son sınıf öğrencilerde tükenmişlik sendromu. STED. 2005; 14(8): 169-73.
- Nesanır N, Yaslı G, Gökel G, Çakmak H, Demirtaş H, Dizen E, ve ark. Celal Bayar Üniversitesi Tıp Fakültesi öğrencilerinin mezuniyet sonrası çalışma koşulları hakkındaki bilgi ve düşünceleri. STED. 2007; 16(6): 79Ünsar S. Trakya Üniversitesi Edirne Sağlık Yükseokulu son sınıf öğrencilerinin lisansüstü eğitim hakkında görüş ve düşünceleri. İstanbul Ünv Florence Nightingale HYO Derg. 2005; 13(54): 1-8.
- Hata M, Derebent E, Rukiye Y. Hemşirelik öğrencilerinin lisansüstü eğitim ile ilgili görüş ve düşünceleri. 6. Ulusal Hemşirelik Öğrencileri Kongresi (Uluslararası Katılımlı); 2007; İstanbul. s. 164.
- Akgün Kostak M, Aydın H. Hemşirelerin lisansüstü eğitim hakkındaki görüş ve düşünceleri. 6. Ulusal Hemşirelik Öğrencileri Kongresi (Uluslararası Katılımlı); 2007; İstanbul. s. 258.
- Björkström ME, Johansson IS, Hamrin EKF, Athlin EE. Swedish nursing students’ attitudes to and awareness of research and development within nursing. J Adv Nurs. 2003; 41(4): 393-402.
- Happell B. When I grow up I want to be a…? Where undergraduate student nurses want to work after graduation. J Adv Nurs. 1999; 29(2): 499-505.
- Kloster T, Hİie M, Skår R. Nursing students’ career preferences: a Norwegian study. J Adv Nurs. 2007; 59(2): 155-62.
- Rognstad MK, Aasland O, Granum V. How do nursing students regard their future career? Career preferences in the post-modern society. Nurse Educ Today. 2004; 24(7): 493-500.
- Tanner J, Hale C. Research-active nurses' perceptions of the barriers to undertaking research in practice. J Res Nurs. 2002; 7(5): 363-75.
- Gordon C. Exploring the new specialty of clinical research nursing. Nursing Times. 2008; 104(29): 34-5.
- Spilsbury K, Petherick E, Cullum N, Nelson A, Nixon J, Mason S. The role and potential contribution of clinical research nurses to clinical trials. J Clin Nurs. 2007; 17(4): 549-57.
- Stephens-Lloyd A. The extended role of the clinical research nurse: Building an evidence base for practice. J Res Nurs. 2004; 9(1): 18-27.
- Gordon S, Nelson S. An end to angels. Am J Nurs. 2005; 105(5): 62-9.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Research Articles |
| Authors | |
| Publication Date | April 2, 2014 |
| Submission Date | April 2, 2014 |
| Published in Issue | Year 2014 Volume: 4 Issue: 3 |
