Traditional Lecture or Experiential Learning: Changing Student Attitudes

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Abstract
In an attempt to excite baccalaureate nursing students about nursing research, a traditional, lecture-style nursing research course was transformed into an experiential, interactive course. Attitudes toward research were compared between students who received the lecture course and those who participated in the experiential course. Students in the experiential course exhibited significantly more positive attitudes toward nursing research than students in the traditional lecture course.