PHD STUDENT-FACULTY COLLABORATION: IMPLEMENTATION OF AN EDUCATIONAL INTERVENTION

2.50
Hdl Handle:
http://hdl.handle.net/10755/211483
Type:
Research Study
Title:
PHD STUDENT-FACULTY COLLABORATION: IMPLEMENTATION OF AN EDUCATIONAL INTERVENTION
Abstract:
Purposes/Aims: The purpose of this presentation is to describe a strategy for conducting educational research that provides doctoral students with guided experience in designing and implementing a multi-site intervention study. Rationale/Conceptual Basis/Background: Behavioral social theories suggest that skill acquisition is enhanced when the skill is actually practiced. Trends in nursing education, such as greater numbers of distance-education students, have reduced opportunities for PhD students to participate in research teams prior to conducting their own dissertation. Participating in multi-site educational research provides students an opportunity for a distance-friendly mentored research experience during their doctoral studies. Furthermore, this approach has the added benefit of contributing to the science of nursing education. Process:  Educational institution faculty publicized the opportunity to participate in the research team to all PhD students. The idea was that students who were employed as faculty members at other institutions could serve as the site primary investigator (PI) for the project at their institution. PhD students who were not employed in the faculty role were also invited to participate with the suggestion that they could facilitate the research at an educational institution or partner with a college or school of nursing in the city where they lived. Students interested in participating registered for one credit of independent study. Faculty from WSU guided students throughout development and implementation of the multi-site interventional research project. Challenges and Successes: Finding time for the research activities, including meeting as a research team with 6 busy professionals that lived in separate cities, was a challenge for both PhD students and faculty. Completing the IRB process at 5 institutions was also a challenge. Several of the universities’ boards required modifications to the protocol that took more time than was originally allotted. Students and faculty also co-experienced the challenge of determining authorship responsibilities. Despite these challenges, planning, implementation, data collection and analysis were successfully completed at all five universities. The positive learning outcomes for both students and faculty will be highlighted in the presentation. In addition, offering the educational intervention created a unique learning experience for the undergraduate and graduate student research participants at each of the 5 universities. Implications: Implementing the FFPR multi-site study increased PhD students’ knowledge of the research process. Concomitantly, the study increased undergraduate and graduate nursing students’ knowledge about Facilitated Family Presence during Resuscitation (FFPR) and generated a positive attitude and perspective in dealing with FFPR situations.
Keywords:
Multi-site invention study; Doctoral nursing students
Repository Posting Date:
20-Feb-2012
Date of Publication:
20-Feb-2012
Other Identifiers:
5265
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typeResearch Studyen_GB
dc.titlePHD STUDENT-FACULTY COLLABORATION: IMPLEMENTATION OF AN EDUCATIONAL INTERVENTIONen_GB
dc.identifier.urihttp://hdl.handle.net/10755/211483-
dc.description.abstractPurposes/Aims: The purpose of this presentation is to describe a strategy for conducting educational research that provides doctoral students with guided experience in designing and implementing a multi-site intervention study. Rationale/Conceptual Basis/Background: Behavioral social theories suggest that skill acquisition is enhanced when the skill is actually practiced. Trends in nursing education, such as greater numbers of distance-education students, have reduced opportunities for PhD students to participate in research teams prior to conducting their own dissertation. Participating in multi-site educational research provides students an opportunity for a distance-friendly mentored research experience during their doctoral studies. Furthermore, this approach has the added benefit of contributing to the science of nursing education. Process:  Educational institution faculty publicized the opportunity to participate in the research team to all PhD students. The idea was that students who were employed as faculty members at other institutions could serve as the site primary investigator (PI) for the project at their institution. PhD students who were not employed in the faculty role were also invited to participate with the suggestion that they could facilitate the research at an educational institution or partner with a college or school of nursing in the city where they lived. Students interested in participating registered for one credit of independent study. Faculty from WSU guided students throughout development and implementation of the multi-site interventional research project. Challenges and Successes: Finding time for the research activities, including meeting as a research team with 6 busy professionals that lived in separate cities, was a challenge for both PhD students and faculty. Completing the IRB process at 5 institutions was also a challenge. Several of the universities’ boards required modifications to the protocol that took more time than was originally allotted. Students and faculty also co-experienced the challenge of determining authorship responsibilities. Despite these challenges, planning, implementation, data collection and analysis were successfully completed at all five universities. The positive learning outcomes for both students and faculty will be highlighted in the presentation. In addition, offering the educational intervention created a unique learning experience for the undergraduate and graduate student research participants at each of the 5 universities. Implications: Implementing the FFPR multi-site study increased PhD students’ knowledge of the research process. Concomitantly, the study increased undergraduate and graduate nursing students’ knowledge about Facilitated Family Presence during Resuscitation (FFPR) and generated a positive attitude and perspective in dealing with FFPR situations.en_GB
dc.subjectMulti-site invention studyen_GB
dc.subjectDoctoral nursing studentsen_GB
dc.date.available2012-02-20T11:57:48Z-
dc.date.issued2012-02-20T11:57:48Z-
dc.date.accessioned2012-02-20T11:57:48Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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