Preparing Graduate Entry Nursing Students to Successfully Complete Research Projects: A Scoping Review

Abstract

This scoping review investigates how graduate entry nursing (GEN) programs prepare students to successfully complete research projects. For many decades, GEN programs have been offered internationally as an accelerated pathway to nursing registration for graduates. Students who enrol have completed a baccalaureate/bachelor’s degree in a prior discipline, but previous research experience is not a prerequisite. Our review spans GEN programs where English is the language of instruction. With a focus on teaching interventions, the databases included ERIC, Taylor & Francis, Scopus, Wiley Online Library, Sage, CINAHL, Medline and EMcare, with additional citation searching. We followed Arksey and O’Malley’s (2005) framework for scoping reviews. Of the initial 537 studies, five were identified for inclusion. The findings show considerable variation in what aspects of literacy were taught and how literacy teaching was integrated into programs. The reported benefits include improvements to program progression and completion, academic performance, as well as a heightened sense of belonging and positive learning experiences. However, the absence of detail about literacy practices, and reporting on findings only within one course – rather than across a program – poses future difficulties for generating recommendations about program design or refinement. In this regard, specific areas of future research are suggested.