UTILISING THE HEALEY AND JENKIN’S RESEARCH TEACHING AND CURRICULUM DESIGN NEXUS TO TRANSFORM UNDERGRADUATE NURSING RESEARCH COMMUNITIES OF PRACTICE

Research is a systematic inquiry that contributes to the validation, refinement, and generation of knowledge. Within nursing education, evidence-based practice has been widely integrated into curricula; however, undergraduate research training often focuses only on basic research methods and concepts, which may not sufficiently prepare students for postgraduate research competencies. This study adopted a qualitative, exploratory, and descriptive design to examine current pedagogical research practices among lecturers and supervisors. A case study approach, using cross-case analysis, was applied across selected local, national, and international higher education institutions. The target population consisted of lecturers who facilitate and supervise undergraduate and postgraduate nursing research studies, purposively sampled for participation. The Healey and Jenkins Teaching Nexus was used as the guiding framework to demonstrate how pedagogical practices can enhance student engagement in research. The study found that effective teaching practices can strengthen nursing research communities of practice by positioning students as active researchers. The authors conclude that it is essential to engage students not merely as consumers of knowledge but as producers of knowledge, thereby fostering deeper research engagement and preparing them more effectively for postgraduate study.