An online approach to teaching graduate nursing students to write integrative literature reviews: Examples from two published cases
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| Vydáno v: | Nurse Education in Practice vol. 82 (Jan 2025), p. 104241 |
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Elsevier Limited
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| On-line přístup: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.1016/j.nepr.2024.104241 |2 doi | |
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| 045 | 2 | |b d20250101 |b d20250131 | |
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| 100 | 1 | |a Ansari, Natasha |u University of Utah College of Nursing, Salt Lake City, UT, United States | |
| 245 | 1 | |a An online approach to teaching graduate nursing students to write integrative literature reviews: Examples from two published cases | |
| 260 | |b Elsevier Limited |c Jan 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Aim/Objective To empower nursing graduate students, in master’s or doctoral programs, through distance-accessible methods for conducting integrative reviews, enhancing their ability to transition from clinical to publication-oriented writing. Background Mastering literature review methods is vital for advancing evidence-based practice. Integrative reviews, inclusive of multiple research methodologies, offer a comprehensive approach suited for nursing students. However, transitioning from clinical to publication-oriented writing poses challenges, necessitating innovative solutions. Design This discussion presents strategic writing methods, including technologies for distance-accessible collaboration and data organization, framework use and critical analysis skills to support nursing graduate students in conducting integrative reviews. Methods Approaches for preparing and developing an integrative review are outlined, including integrating online tools and collaborative platforms and structured frameworks to guide data organization and critical analysis. Two published integrative reviews exemplifying these approaches are presented. Results Distance-accessible and strategic approaches have significantly improved the quality of integrative literature reviews conducted by nursing graduate students. These innovations have equipped students with essential skills for navigating the contemporary academic landscape. Conclusions Embracing innovative approaches and staying informed about technological advancements empowers nursing graduate students to excel in their research pursuits. This contributes to evidence-based practice and nursing scholarship in the evolving healthcare landscape. | |
| 653 | |a Teaching methods | ||
| 653 | |a Collaboration | ||
| 653 | |a Graduate students | ||
| 653 | |a Writing | ||
| 653 | |a Evidence-based practice | ||
| 653 | |a COVID-19 | ||
| 653 | |a Graduate studies | ||
| 653 | |a Professional practice | ||
| 653 | |a File sharing | ||
| 653 | |a Teaching | ||
| 653 | |a Innovations | ||
| 653 | |a Research methodology | ||
| 653 | |a Nursing education | ||
| 653 | |a Video teleconferencing | ||
| 653 | |a Citation management software | ||
| 653 | |a Student writing | ||
| 653 | |a Plagiarism | ||
| 653 | |a Electronic publishing | ||
| 653 | |a Evidence based research | ||
| 653 | |a Skills | ||
| 653 | |a Health care | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Word processing | ||
| 653 | |a Evidence-based nursing | ||
| 653 | |a Landscape | ||
| 653 | |a Literature reviews | ||
| 653 | |a Clinical nursing | ||
| 653 | |a College students | ||
| 653 | |a Nurses | ||
| 653 | |a Health services | ||
| 653 | |a Nursing | ||
| 653 | |a Experiential Learning | ||
| 653 | |a Doctoral Programs | ||
| 653 | |a Researchers | ||
| 653 | |a Videoconferencing | ||
| 653 | |a Evidence Based Practice | ||
| 653 | |a Faculty Publishing | ||
| 653 | |a Grammar | ||
| 653 | |a Algorithms | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Educational Technology | ||
| 653 | |a Nursing Students | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Cheating | ||
| 653 | |a Content Area Writing | ||
| 653 | |a Reference Materials | ||
| 653 | |a Flexible Scheduling | ||
| 653 | |a Data Analysis | ||
| 653 | |a Writing Instruction | ||
| 653 | |a Web Browsers | ||
| 700 | 1 | |a Pitts, Leslie |u University of Alabama Birmingham, Birmingham, AL, United States | |
| 700 | 1 | |a Wilson, Christina |u University of Utah College of Nursing, Salt Lake City, UT, United States; University of Alabama Birmingham, Birmingham, AL, United States | |
| 773 | 0 | |t Nurse Education in Practice |g vol. 82 (Jan 2025), p. 104241 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3153054143/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
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