Work

A Review of Experiential Learning Approaches for Teaching Prelicensure Research

Year: 2026

Type: article

Abstract: BACKGROUND: Often prelicensure students may not appreciate the importance of research and may question the need for a research course. Application of experiential learning strategies to blend immersion experiences with active learning provides students opportunities to develop critical thinking and decision making, strengthening the practice-research interconnection. METHOD: We searched nursing education literature to identify experiential learning strategies used in teaching nursing research to prelicensure students. Databases searched include PubMed (National Library of Medicine), CINAHL (EBSCO), Education Resources Information Center (EBSCO), and Education Source (EBSCO). RESULTS: A total of 1,055 articles initially identified were narrowed down to 29 final reports. Experiential learning methods within a formal research course and in lieu of a formal course were found useful in teaching nursing research content. CONCLUSION: A variety of innovative experiential strategies exist to enhance learning and the practice-research interconnection. These foster a deeper understanding and greater appreciation for research as it relates to nursing practice and the preparation for diverse career pathways.

Source: Journal of Nursing Education

DOI: 10.3928/01484834-20260216-03

Authors: Kathryn A. Wood, Priscilla W. Hartley, Signe Stelling-Risom

Institutions: Emory University, Augusta University, Copenhagen University Hospital, Rigshospitalet, University College Copenhagen

Language: English

Topic: Health Sciences Research and Education

Subfield: General Health Professions

Field: Health Professions

Domain: Health Sciences

SDG: Quality education

Open Access status: green

Funder: National Institutes of Health