20 YEARS OF UNDERGRADUATE NURSING RESEARCH: TRENDS AND TRANSFORMATIONS (1999-2019)

Abstract

Undergraduate student nurses undergo rigorous training to become proficient healthcare practitioners, equipped with the skills to engage in research and critical investigation activities. A fundamental component of their education is the cultivation of evidence-based practice (EBP) competencies. This includes the ability to formulate clinical questions, conduct systematic literature reviews, and critically appraise research findings. EBP empowers nurses to deliver high-quality healthcare by utilizing scientifically validated evidence (Nordsteien et al., 2017; Majid et al., 2011).

To attain the Bachelor of Science in Nursing (BSN) degree and transition into the role of professional nurses, student nurses are mandated to complete a thesis, a pivotal requirement for graduation. This essential academic endeavor holds significant prominence within the BSN program of Bicol University College of Nursing (BUCN). In the past, the Nursing Research subject was traditionally offered at level IV, where the completion of the thesis was mandatory for graduation. However, instances of students facing unique circumstances that impeded their progress raised concerns. Consequently, to accommodate such situations, Nursing Research has been shifted to level III, allowing students who face challenges in thesis completion to continue working on their research while progressing into level IV.

This strategic alteration in the curriculum aims to provide students with a more flexible and supportive environment for thesis development and completion. It recognizes the diverse challenges that student nurses may encounter during their academic journey, ensuring that these challenges do not hinder their progress towards graduation. In this way, BUCN is committed to nurturing the next generation of competent and research-savvy nurses who can seamlessly integrate EBP into their professional practice