AffiliationUniversity of Chester
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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.
CitationNurse Education Today, 29(7), 2009, pp. 780-783
JournalNurse Education Today
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