Theory-Based Nursing Research: A Qualitative Evaluation of the Experiences of Nurse Educators

Abstract

Background and PurposeInvestigation of thoughts, experiences, and attitudes of nurse educators regarding theory-based research is important. Ultimately, nurse educators are the producers of nursing knowledge and providers of education. The aim of this study is to understand the experiences of nurse educators in selecting and using nursing theory to guide and inform the quality of their research.MethodsThis study has a descriptive phenomenological design, and the sample was comprised of nine nurse educators who had experience with theory-based research. The data were collected via in-depth personal interviews using a semi-structured survey form. The data were analyzed with content analysis as described by Graneheim and Lundman.ResultsFour themes emerged from the results of the study: “awareness of theory,” “meaning of theory-based research,” “harmony with the theory,” and “changing towards scholarship,” with 10 subthemes. It was determined that theory-based research helps nurse educators to improve themselves in academic and personal terms.Implications for PracticeAlthough the process of translating theory into research presents several challenges, all participants expressed that theory-based research contributed to their “theory advancing nursing science.”