2.50
Hdl Handle:
http://hdl.handle.net/10755/156706
Type:
Presentation
Title:
Using Action Research to Improve Nurse Teaching Practice
Abstract:
Using Action Research to Improve Nurse Teaching Practice
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 22-24, 2004
Author:Murphy, Fiona Marie, RGN, RNT, MSc, BSc
P.I. Institution Name:Trinity College
Title:Lecturer in Adult Nursing
Aim: This paper will present the findings of a novice nurse teachers’ exploration of two different teaching methods as a means of improving her teaching practice. Design: Rolfe’s (1998) Understanding-Action-Evaluation (UAE) cycle, which is a reflexive action research model was used to ensure completeness of data. Population, Sample, Setting: The population was conveniently chosen and consisted of third year diploma student nurses, fellow novice nurse tutors, and experienced nurse tutors within a School of Nursing. The data was collated through informal discussions and feedback from these individuals along with abstracts from the authors’ reflective journal. Methods: The UAE design (Rolfe, 1998) is based around a systems approach to problem solving. The characteristics of reflexive action research includes that the research is conducted by the practitioner in his or her own practice; that it brings about direct enhancement of the situation being researched; and that it adds to practitioners’ knowledge and theory (Rolfe, 1998). Findings: Through participating within this action research, the author began to understand personal theories that were affecting her teaching practice. These personal theories included a lack of self-confidence in her teaching ability and the need to control the class. These were then acted and evaluated upon by utilising two different teaching methods that of group work and role-play within the reflexive action cycle. Conclusions: The authors’ teaching practice has begun to change by moving from a staunch didactic approach towards a more facilitative style teaching approach. Wodlinger (1996) maintains that by exploring ones’ own practice gives novice teachers a crucial head start in taking responsibility for professional growth and for accountability. Implications: Teaching involves a lifetime process of learning. Action research can assist the nurse teacher to explore ways of improving teaching practice and become an ongoing learner. References will be provided on request.
Repository Posting Date:
26-Oct-2011
Date of Publication:
22-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleUsing Action Research to Improve Nurse Teaching Practiceen_GB
dc.identifier.urihttp://hdl.handle.net/10755/156706-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Using Action Research to Improve Nurse Teaching Practice</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 22-24, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Murphy, Fiona Marie, RGN, RNT, MSc, BSc</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Trinity College</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Lecturer in Adult Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">fiona.murphy@tcd.ie</td></tr><tr><td colspan="2" class="item-abstract">Aim: This paper will present the findings of a novice nurse teachers&rsquo; exploration of two different teaching methods as a means of improving her teaching practice. Design: Rolfe&rsquo;s (1998) Understanding-Action-Evaluation (UAE) cycle, which is a reflexive action research model was used to ensure completeness of data. Population, Sample, Setting: The population was conveniently chosen and consisted of third year diploma student nurses, fellow novice nurse tutors, and experienced nurse tutors within a School of Nursing. The data was collated through informal discussions and feedback from these individuals along with abstracts from the authors&rsquo; reflective journal. Methods: The UAE design (Rolfe, 1998) is based around a systems approach to problem solving. The characteristics of reflexive action research includes that the research is conducted by the practitioner in his or her own practice; that it brings about direct enhancement of the situation being researched; and that it adds to practitioners&rsquo; knowledge and theory (Rolfe, 1998). Findings: Through participating within this action research, the author began to understand personal theories that were affecting her teaching practice. These personal theories included a lack of self-confidence in her teaching ability and the need to control the class. These were then acted and evaluated upon by utilising two different teaching methods that of group work and role-play within the reflexive action cycle. Conclusions: The authors&rsquo; teaching practice has begun to change by moving from a staunch didactic approach towards a more facilitative style teaching approach. Wodlinger (1996) maintains that by exploring ones&rsquo; own practice gives novice teachers a crucial head start in taking responsibility for professional growth and for accountability. Implications: Teaching involves a lifetime process of learning. Action research can assist the nurse teacher to explore ways of improving teaching practice and become an ongoing learner. References will be provided on request.</td></tr></table>en_GB
dc.date.available2011-10-26T15:03:03Z-
dc.date.issued2004-07-22en_GB
dc.date.accessioned2011-10-26T15:03:03Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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