ABSTRACT This multimethod, qualitative study provides results for educators of nursing doctoral students to consider. Com- bining the expertise of an empirical analytical researcher (who uses statistical methods) and an interpretive phenom- enological researcher (who uses hermeneutic methods), a course was designed that would place doctoral students in the midst of multiparadigmatic discussions while learn- ing fundamental research methods. Field notes and itera- tive analytical discussions led to patterns and themes that highlight the value of this innovative pedagogical applica- tion. Using content analysis and interpretive phenomeno- logical approaches, together with one of the students, data were analyzed from field notes recorded in real time over the period the course was offered. This article describes the course and the study analysis, and offers the pedagogical experience as transformative. A link to a sample syllabus is included in the article. The results encourage nurse educa- tors of doctoral nursing students to focus educational prac- tice on multiple methodological perspectives. [J Nurs Educ. 2014;53(12):673-677.] T eaching research methods is often limited to particular research paradigms, most often empirical and analytic research using the scientific method. However, a prolif- eration of multimethod research exists in recent literature (Klas- sen, Creswell, Plano Clark, Smith, & Meissner, 2012; Lopez et al., 2013; Stentz, Plano Clark, & Matkin, 2012), enhancing the preparation of scientists in various research methodologies. How- ever, research courses are often one-dimensional and focus on specific statistical methods or particular qualitative and interpre- tive designs. In the Doctor of Philosophy (PhD) program at the authors’ university, a new approach was sought to introduce re- search fundamentals to prepare students for greater facility across methodologies and to help the students appreciate the multiple paradigmatic perspectives in scientific inquiry. The PhD program at the authors’ research-intensive univer- sity is in its seventh year. The 72-credit curriculum is composed of required core courses, electives, and dissertation credits. The analytical sequence is a series of statistical courses, informatics, and psychometrics. Students take one quantitative research course, in addition to six statistical courses, yet only one qualitative re- search course is required. The curriculum does not offer a series of courses related strictly to qualitative analytic methods, although the mix of dissertation studies is spread equally between quantitative and qualitative studies. Individual or small-group mentoring by qualitative research experts is the manner of education for serious qualitative dissertators. That is, advanced methods education often consists of a series of independent study courses with qualitative researchers, rather than specialty courses within the curriculum. Many students, having started a study using an experimental or correlation design, change dissertation foci after exposure to the qualitative methods course in semester three, potentially extend- ing their time to graduation. The authors recognized that earlier exposure to multiple paradigms was necessary to build a stronger analytical curriculum. The purpose of this article is to describe the process and findings of the experience of combining multiple ana- lytical research perspectives early in the PhD curriculum. REDESIGNING THE METHODOLOGY CURRICULUM Members of the faculty met to review the PhD curriculum. Over several monthly discussions, it was decided that more Research Education: Findings of a Study of Teaching–Learning Research Using Multiple Analytical Perspectives Roxanne Vandermause, PhD, RN; Celestina Barbosa-Leiker, PhD; and Roschelle Fritz, MSN, RN Received: June 2, 2014 Accepted: September 21, 2014 Posted Online: November 20, 2014 Dr. Vandermause is Associate Professor and PhD Program Director, Dr. Barbosa-Leiker is Assistant Professor, and Ms. Fritz is PhD candidate, Washington State University College of Nursing, Spokane, Washington. The authors thank the PhD students from Washington State Univer- sity (cohort 2012) who participated in the success of this course, which was taught for the first time during their inaugural semester. Their pas- sion for scholarship was infectious, showing itself in this course, as well as in their succeeding doctoral studies. The authors have disclosed no potential conflicts of interest, financial or otherwise. Address correspondence to Roxanne Vandermause, PhD, RN, Associate Professor, PhD Program Director, Washington State Univer- sity College of Nursing, PO Box 1495, Spokane, WA 99210-1495; e-mail: rvandermause@wsu.edu. doi:10.3928/01484834-20141120-02 Journal of Nursing Education • Vol. 53, No. 12, 2014 673