Hdl Handle:
http://hdl.handle.net/10034/72781
Title:
Concept analysis as a dissertation methodology
Authors:
Baldwin, Moyra A.; Rose, Pat
Abstract:
This paper introduces the concept of the dissertation as an experiential method of learning about research. Undertaking a dissertation can be seen as proof of graduate-ness and the gold standard of undergraduate and postgraduate assessment. The skills demanded in research and concept analysis are compared. The requirements of demonstrating rigour and scholarship in dissertations, usually associated with traditional research methods, are shown to be present in concept analysis. There is a justification for concept analysis as a dissertation research method on the basis that the purpose of research is to expand a body of knowledge through a process of systematic and scientific enquiry. Institutions in which dissertation modules are studied have a responsibility to cultivate a research culture that encourages creativity. The dissertation is an opportunity for students to move away from the security associated with traditional methods of research: to engage with novel and sophisticated methods.
Affiliation:
University of Chester
Citation:
Nurse Education Today, 29(7), 2009, pp. 780-783
Publisher:
Elsevier
Journal:
Nurse Education Today
Publication Date:
Oct-2009
URI:
http://hdl.handle.net/10034/72781
DOI:
10.1016/j.nedt.2009.03.009
Additional Links:
http://www.nurseeducationtoday.com
Type:
Article
Language:
en
ISSN:
0260-6917
Appears in Collections:
Health and Social Care

Full metadata record

DC FieldValue Language
dc.contributor.authorBaldwin, Moyra A.en
dc.contributor.authorRose, Paten
dc.date.accessioned2009-07-07T14:25:04Zen
dc.date.available2009-07-07T14:25:04Zen
dc.date.issued2009-10en
dc.identifier.citationNurse Education Today, 29(7), 2009, pp. 780-783en
dc.identifier.issn0260-6917en
dc.identifier.doi10.1016/j.nedt.2009.03.009en
dc.identifier.urihttp://hdl.handle.net/10034/72781en
dc.description.abstractThis paper introduces the concept of the dissertation as an experiential method of learning about research. Undertaking a dissertation can be seen as proof of graduate-ness and the gold standard of undergraduate and postgraduate assessment. The skills demanded in research and concept analysis are compared. The requirements of demonstrating rigour and scholarship in dissertations, usually associated with traditional research methods, are shown to be present in concept analysis. There is a justification for concept analysis as a dissertation research method on the basis that the purpose of research is to expand a body of knowledge through a process of systematic and scientific enquiry. Institutions in which dissertation modules are studied have a responsibility to cultivate a research culture that encourages creativity. The dissertation is an opportunity for students to move away from the security associated with traditional methods of research: to engage with novel and sophisticated methods.en
dc.language.isoenen
dc.publisherElsevieren
dc.relation.urlhttp://www.nurseeducationtoday.comen
dc.subjectconcept analysisen
dc.subjectresearch methodologyen
dc.subjectdissertationen
dc.titleConcept analysis as a dissertation methodologyen
dc.typeArticleen
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalNurse Education Todayen
This item is licensed under a Creative Commons License
Creative Commons
All Items in ChesterRep are protected by copyright, with all rights reserved, unless otherwise indicated.