A Review of Experiential Learning Approaches for Teaching Prelicensure Research

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 preli-censure 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.