Article excerpt

RESEARCH IN NURSING EDUCATION is a vital part of the scientific enterprise of preparing the nursing workforce for a challenging and uncertain future. Priorities for this kind of research were recommended by Tanner and Lindeman in 1987 (1). Since that time, a number of significant social, health care, and education system changes have taken place that call into question the relevance of those priorities.

These powerful forces have altered the way educators design curricula, the nature of the students who pursue higher education, public sentiment about education, funding for higher education, the use of technology to distribute education, the nature of our health care system, and the role of nurses in clinical practice. Indeed, nursing education has responded to such forces, and major changes have been made in the way we educate and evaluate students. What has not changed, however, are the priorities that guide our work in educational research.

In March 1998, the NLN initiated a plan to reform priorities for nursing education research. The Blue Ribbon Panel on Priorities for Research in Nursing Education was established to create consensus on a National Agenda for Nursing Education Research and to recommend strategies for achieving this agenda. The work of the Panel has been described in detail in this journal in an article that lists the names of Panel participants (2). "The goal of this effort [has been] to focus nursing education research on discovery of the core of knowledge needed to bridge education and practice as we move into the 21st century" (2, p. …


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